Elementary Leaders’ Reported Practices in Providing Equitable Discipline: Dispro on the Rise
Location
K-12 Schools: Practices and Strategies - Boston 2/3
Proposal Track
Research Project
Session Format
Presentation
Abstract
This quantitative study was conducted to explore practices Elementary School Leaders report using to address discipline. The study included 64 elementary and primary schools identified in the Northeast Georgia RESA. The participants were principals and assistant principals located within the identified schools. In order to gain a deeper understanding of practices reportedly used, the research asked the following questions:
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What practices do Elementary School Leaders report are most effective in providing equitable application of discipline across the student population?
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What practices do Elementary School Leaders report are least effective in providing equitable application of discipline across the student population?
Data was collected using a Qualtrics survey and was disseminated via email. The survey was comprised of 48 multiple choice questions and 2 open-ended questions. Beverly Ford was the primary investigator for this research study. Results for this study has not yet been finalized as data is currently being analyzed to determine the findings of the survey and the conclusion of the research.
Keywords
discipline, suspension, disproportionality, culturally relevant teaching, restorative practice, positive behavior interventions & supports (PBIS)
Professional Bio
Ms. Beverly Ford is a 14 year educator and currently serves as an assistant principal. During her educational experiences she has worked in various positions such as: general education teacher, special education teacher, district behavior specialist, elementary and middle school assistant principal. Ms. Ford is a doctoral candidate at Georgia Southern University pursuing a degree in Educational Leadership. Ms. Ford has a passion for working with children and hopes her research can support school leaders in providing equitable application of discipline across the student population.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Ford, Beverly L., "Elementary Leaders’ Reported Practices in Providing Equitable Discipline: Dispro on the Rise" (2019). Georgia Educational Research Association Conference. 47.
https://digitalcommons.georgiasouthern.edu/gera/2019/2019/47
Elementary Leaders’ Reported Practices in Providing Equitable Discipline: Dispro on the Rise
K-12 Schools: Practices and Strategies - Boston 2/3
This quantitative study was conducted to explore practices Elementary School Leaders report using to address discipline. The study included 64 elementary and primary schools identified in the Northeast Georgia RESA. The participants were principals and assistant principals located within the identified schools. In order to gain a deeper understanding of practices reportedly used, the research asked the following questions:
-
What practices do Elementary School Leaders report are most effective in providing equitable application of discipline across the student population?
-
What practices do Elementary School Leaders report are least effective in providing equitable application of discipline across the student population?
Data was collected using a Qualtrics survey and was disseminated via email. The survey was comprised of 48 multiple choice questions and 2 open-ended questions. Beverly Ford was the primary investigator for this research study. Results for this study has not yet been finalized as data is currently being analyzed to determine the findings of the survey and the conclusion of the research.
