This mixed-methods outcomes study investigated the number of in-school and out-of-school suspension reports before and after the implementation of a preventative-based discipline method, classroom circles. The study was guided by five research questions, (1) What is the relationship between the use of classroom circles school-wide and ISS and OSS…

Much has been written about how race and the demographic mismatch of mostly white teachers teaching mostly Black and brown students has contributed to the over-disciplining of this same population of students. Further, research has shown that when students have teachers of the same race they are less likely to experience exclusionary discipline…

Expulsion is unfortunately common in early childhood settings and has a negative impact on both children and caregivers. In this qualitative U.S. study, we conducted semi-structured interviews to learn about caregivers' experiences with early childhood expulsion. We analyzed the data using a trauma-informed lens to examine how the experience of…

School discipline is a significant educational policy and equity issue in K-12 education due to well-documented racial inequality in exclusionary discipline and the deleterious effects of exclusionary discipline on academic and adult outcomes. Drawing on interviews with district and school administrators and teachers in an…

This quasi-experimental vignette study investigated if principal's leadership style and gender and teacher's certification type affect teacher's classroom management self-efficacy. A 3-way ANCOVA was conducted to determine if teachers' classroom management self-efficacy differs based on certification pathway, principal's gender, and leadership…

The teacher turnover remains to be a pressing problem in the United States. Some teachers move between schools, while others leave the profession altogether. This creates loss, costs, and disruptions in our schools. This loss is even magnified in urban schools, under- performing schools, and schools with more economically disadvantaged students.…

Despite research linking teachers' occupational health to student outcomes, the processes through which these associations exist are unknown. In a sample of 516 teachers, four latent profiles of occupational health were identified, indicated by job stress, occupational burnout, and teaching self-efficacy: lowest occupational health (17%),…

A common consequence for students who engage in disruptive behaviors at school is their removal from the instructional environment. Depending on the frequency and/or intensity of the disruptive behavior, this removal occurs from classrooms (e.g., office discipline referrals), school buildings (e.g., suspensions), or districts (e.g., expulsions).…

Students' early problem behaviors in school can be disruptive and even hinder their learning and long-term success. To prevent and address these problem behaviors, schools across the country report adopting Multi-Tiered Systems of Support for Behavior (MTSS-B). The MTSS-B approach seeks to change the school learning environment by consistently…

A large urban school district wanted to understand how its first-year teacher mentoring program might better support the district goals of increasing retention and maintaining a diverse workforce. This study investigated new teachers' participation in that program; how participation varied across teacher characteristics, especially how…

A large urban school district wanted to understand how its first-year teacher mentoring program might better support the district goals of increasing retention and maintaining a diverse workforce. The study investigated new teachers' participation in that program; how participation varied across teacher characteristics, especially how…

Teacher induction and mentoring programs are increasingly promoted as an effective mechanism for improving new teacher quality, new teacher retention, and student outcomes. This Study Snapshot highlights key findings from a larger study that examined teacher survey and staffing data to describe new teachers' participation in a large urban…

These are the appendixes for the report, "Variation in Mentoring Practices and Retention across New Teacher Demographic Characteristics under a Large Urban District's New Teacher Mentoring Program." A large urban school district wanted to understand how its first-year teacher mentoring program might better support the district goals of…

The purpose of this descriptive correlational quantitative study was to examine contributing factors of students and teachers affecting teacher self-efficacy and students' reading achievement in rural Oklahoma elementary schools in grades first through fifth. The contributing factors of students being analyzed included (a) poverty and (b) race or…

Classroom management is sometimes dismissed as behaviorist or even oppressive. However, as scholars concerned with issues of equity, we cannot afford to avoid the complexity of authority relationships in urban schools. Doing so undermines our ability to effectively combat the influx of authoritarian disciplinary approaches into these schools and…