Yazar "Barber, Brian R." seçeneğine göre listele

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    State-Level Analysis of School Punitive Discipline Practices in Florida
    (Sage Publications Inc, 2017) Gagnon, Joseph Calvin; Gurel, Sungur; Barber, Brian R.
    The purpose of this study was to identify statewide trends in school approaches to student discipline and examine the associations between punitive discipline practices and student, school, and local education agency (LEA) characteristics. In addition, we compared punitive disciplinary practices for schools and LEAs that do and do not allow corporal punishment. Publicly available data from the 2010-2011 Florida Department of Education and Common Core of Data were used to assess associations between (a) punitive discipline practices (i.e., suspensions, expulsions, restraints, corporal punishment, and changes of placement) and student characteristics (i.e., grade level, gender, and race), (b) punitive discipline practices (without corporal punishment) and school and LEA characteristics, and (c) school use of corporal punishment and school and LEA characteristics. Results of descriptive comparisons, tests of association, and multilevel regression analyses indicated that schools with higher ratios of (a) students receiving free and reduced lunch and (b) Black or African American students more frequently employed punitive discipline practices, and that punitive discipline practices were disproportionately used with males and Black or African American students. We provide additional results and implications for research, policy, and practice.
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    Teacher Instructional Approaches and Student Engagement and Behavioral Responses During Literacy Instruction in a Juvenile Correctional Facility
    (Sage Publications Inc, 2024) Gagnon, Joseph Calvin; Gurel, Sungur; Barber, Brian R.; Houchins, David E.; Lane, Holly B.; Mccray, Erica D.; Lambert, Richard G.
    To address instructional challenges and poor academic outcomes of youth in juvenile correctional facilities (JCFs), we must understand how and why some teachers are effective and why students are responsive to instruction in these settings. We observed and coded teacher-student instructional interactions from 733 fifteen-minute classroom reading sessions for seven teachers and 40 students in a secure JCF school. We then applied a series of time-window sequential analytic procedures to assess connections between instructional approaches and teacher behaviors, and contingent student engagement and response behaviors. We also compared contingent probabilities for students with disabilities and students without disabilities. Across all students, our observations were characterized by larger proportions of passive student engagement. We also found a relatively low use of teacher praise. When teachers provided either directives or opportunities to respond, conditional probabilities for appropriate student responses were higher across students, particularly when directives were provided to students with disabilities. We discuss additional results and implications for research and practice.