In this study we examined the relationship of students' 21st century skills with their academic and behavioral outcomes. We investigated K-12 teachers' (n = 150) judgment of students' (n = 3,108) use of 21st century skills (i.e., persistence, curiosity, affect, and cognition behaviors) via a Likert-type rating scale. We compared teachers' ratings…

This mixed-methods study explores the differences in 1st-year urban teachers' classroom management beliefs and actions. The teachers in this study were in their first year of teaching in an urban context concurrent with their participation in a teacher education program offered at a large public university. Using program-wide surveys of 89…

Challenging behavior at school remains a concern for teachers and administrators. Thus classroom management practices to prevent challenging behavior are sorely needed. The Good Behavior Game (GBG) has been found to be useful to positively change student behavior. However, previous reviews of the GBG have not quantified effects, have not focused…

In the context of a national conversation about exclusionary discipline, we conducted a multilevel examination of the relative contributions of infraction, student, and school characteristics to rates of and racial disparities in out-of-school suspension and expulsion. Type of infraction; race, gender, and to a certain extent socioeconomic status…

Students with special educational needs and disabilities (SEND) are at a greatly increased risk of poor academic outcomes. Understanding the factors that influence their attainment is a crucial first step towards developing more effective provision. In the current study we present a multi-level, natural variation analysis which highlights…