The present study is an examination of a classroom-based intervention with five critical components of (a) defining and teaching desired behavior with cultural consideration, (b) increasing acknowledgement for African American students, (c) responding to unwanted behavior using an instructional approach, (d) using disaggregated data by race to guide intervention implementation, and (e) providing coaching to enhance intervention implementation. The study is a concurrent multiple-baseline single-case design across four general education teachers ranging from kindergarten to seventh grade. Results from the study indicate a functional relation between intervention implementation and increased rates of praise and decreased rates of reprimands for African American students. In addition, data show equitable increases in praise across both racial groups and decreases in reprimand disparities between racial groups during intervention. Teachers implementing the intervention found it to be acceptable, effective, and a good fit within their school and classroom contexts. The findings from this study suggest this intervention may help to close the discipline gap between African American students and their peers.

Thesis advisor: Lauri Johnson / Even before working in school as a teacher or administrator, many factors were influential in the preparation process. Given that the vast majority of teachers in the workforce come from traditional university education programs, the role that schools of education play in graduating people of color to enter the teaching force is important to examine. This qualitative case study sought to answer the following research question: What are the perceptions of educators of color with respect to their pre-service education preparation? This study falls within a broader study on the overall perceptions of educators of color with respect to the racial disproportionality and its impact on the educator pipeline and schools. Both from literature and the counter narratives of these educators of color, these topics emerged as salient: the racial diversity of universities and schools of education, the impact of barrier exams, the curriculum of schools of education, and the sense of belonging of people of color in universities and their schools of education. Semi-structured interviews with 12 educators of color in the Cityside Public Schools were examined through the lens of Critical Race Theory (CRT). Findings supported what was found in the literature regarding demographics in schools of education not favoring people of color, exams required to get into school of education being barriers, and people of color feeling disconnected from their universities in a number of ways. Further, participant interviews revealed the additional barrier posed by exams needed to gain teaching certification, the substantial value of connections at various points throughout the pre-service experience, and how important practicum and internship experiences are to aspiring educators. / Thesis (EdD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

In this analysis, I investigate the causes of early elections in four parliamentary democracies across the world: Great Britain, Australia, Japan, and New Zealand. While I consider a number of explanations for the decisions to hold early elections, I find most theoretical and statistical support for Smith's (2003; 2004) informational thesis. He maintains that governments look to future economic conditions when making their timing decision. This approach, however, also leaves open the possibility that other, non-economic factors can explain why prime ministers call elections earlier than is necessary. I argue that the degree of disproportionality, the measured gap between a party's vote share and seat share, is a key attribute to explain the early election decision. When prime ministers weigh their decision to dissolve government, they cannot assess the effect of changes in their support in the population as accurately when a high degree of disproportionality is present. Using survival analysis, I find some support for a comprehensive attributes and events approach. New Zealand proves an exception; governments tend to fail sooner when high levels of disproportionality are present. This appears to be a result of particular factors related to disproportionality as a political issue, leading to electoral reform in 1996.

Minority children are involved in the child welfare system at rates disproportionate to their numbers in the overall population. Prior research argues that risk assessments conducted by child welfare agencies may be racially biased, and thus contribute to disproportionality. This study seeks to explore the effect of different risk assessment models on racial disproportionality. This is done by examining the relationship between race/ethnicity and various child welfare outcomes in three states that utilize the consensus-based model and three states that utilize the actuarial model of risk assessment. Results were similar for both groups of states, suggesting that one model is not more biased than the other. The results also indicate that racial/ethnic groups enter the child welfare system at different rates. However, groups remained involved in subsequent outcomes at consistent percentages. Finally, the results suggest differential treatment among the most restrictive child welfare outcomes. / McAnulty College and Graduate School of Liberal Arts / Graduate Center for Social and Public Policy / MA / Thesis

The increased racial and ethnic diversity in the U.S. has resulted in a greater number of minority children in the classroom. Misunderstanding of cultural differences of racial/ethnic minority groups can lead to a misdiagnosis of learning difficulties or a referral to be tested for special education services. The inappropriate placement of racial/ethnic minority students into special education programs has contributed to the trend of disproportionality -- the disproportionate representation of certain minority student populations in special education. The concerns of disproportionality, debated for more than forty years, are presented from two perspectives -- the view that disproportionality is no problem and the opposing view that the negative implications of disproportionality are dangerous. Although there is little disagreement on how to define disproportionality and outline the statistics, the research on determining the cause of disproportionality is more controversial. A range of issues, a few of which include race, culture, and disability definitions, can contribute to the problem of disproportionality. By taking into account social and environmental factors that influence school readiness of ethnic minority students as a likely source of disproportionality, the recommendation of access to early childhood opportunities such as Head Start or other preschool programs has been suggested as one solution to help decrease the disproportionality trend. A review of current research and identification of key issues for further study on the effect of pre-Kindergarten (pre-K) educational services on disproportionality is one way to confront the issue of disproportionality and thereby help our nation's commitment of educational equity for all children. / text

No / Background/Aims This article investigates the representation of black, Asian and minority ethnic staff in NHS disciplinary proceedings. Methods The study involved an in-depth knowledge review and analysis of literature on the representation of black, Asian and minority ethnic staff in NHS disciplinary proceedings from 2008 to 2017, as well as semi-structured interviews with 15 key stakeholders. Participants were stakeholders from both primary and secondary care and included equality and diversity leads, human resource professionals, NHS service managers, representatives of trade unions and health professional regulatory council representatives. Findings The knowledge review indicates that to date, black, Asian and minority ethnic staff are disproportionately represented in NHS disciplinary proceedings. Evidence gathered demonstrates the continuation of inappropriate individual disciplinary action and failure to address organisational shortcomings against black, Asian and minority ethnic members of staff. Conclusions Overall, six factors were identified as underpinning the disproportionate representation of black minority ethnic staff in disciplinaries: closed culture and climate; subjective attitudes and behaviour; inconclusive disciplinary data; unfair decision making; poor disciplinary support; and disciplinary policy misapplication.

The purpose of this basic qualitative study was to gather data on the training that was provided for school staff regarding the implementation of the restorative justice program. This study also investigated elementary school administrators' perceptions after implementation of a restorative justice program and its impact on student discipline in one rural Virginia school division. In the Commonwealth of Virginia, 22% of students are African American, but they make up 54% of students who have been suspended from school for the 2018-2019 school year (VDOE, 2021). School divisions can benefit from this qualitative study to address discipline disproportionality by implementing restorative justice practices. Findings indicated restorative justice had an impact in reducing student discipline issues and enhancing teacher-student relationships, as reported by participants. However, challenges like teacher buy-in were also identified. Considerations for successful implementation include restorative justice training for school administrators and teachers, with an emphasis on proactive practices such as classroom circles. In addition, improved communication between students and teachers was noted as a positive outcome of this restorative justice program. Elementary school administrators should provide support for restorative justice practices to strengthen teacher-student relationships. They should also gather discipline data before and after implementing these practices to assess their impact. Consistent training for all staff within a school division is crucial, and administrators should involve staff in the implementation process to foster buy-in. Findings from this study indicate more research is needed on the impact restorative justice practices has on student discipline in K-12 public schools. / Doctor of Education / The purpose of this basic qualitative study was to gather data on the training that was provided for school staff regarding the implementation of the restorative justice program. This study also investigated elementary school administrators' perceptions after implementation of a restorative justice program and its impact on student discipline in one rural Virginia school division. This qualitative study investigated the viewpoints of elementary school administrators following the implementation of a restorative justice program, examining how it influenced student discipline. Findings indicated restorative justice helped reduce student discipline issues and improved teacher-student relationships. However, challenges like teacher buy-in were also identified. To implement restorative justice practices successfully, training for administrators and staff is important, focusing on proactive practices like classroom circles. The program also led to better communication between students and teachers. School administrators should support these practices, collect and analyze discipline data, ensure consistent training for all staff, and involve them in the process to gain their support. Findings from this study indicate more research is needed on the impact restorative justice practices has on student discipline in K-12 public schools.

The purpose of this study was to investigate the relationship among teacher gender, student gender, and the referral of students to intervention processes that could potentially lead to special education evaluation for behavioral characteristics of emotional disability (ED) and attention deficit hyperactivity disorder (ADHD). Male students are disproportionally represented in special education (Bal et al., 2014). Disproportionality in special education is problematic (Chesmore et al., 2016). Research indicates that perceptions of student behavior differ by teacher gender and their years of teaching experience (Alter et al., 2013). Examining the relationship between teacher gender, student gender, and the referral of male students to special education evaluation may assist curriculum development for teacher preparation programs (Sciuchetti, 2017). This study included 31 survey responses from as many as 11 middle schools located centrally in the Commonwealth of Virginia. Data collected, included teacher gender, years of experience, perception of student behavior, and student gender. Relationships between teacher gender, student gender and referral of males to special education were identified using descriptive statistics. The study found that male students were more likely to be referred for intervention processes for behaviors that could lead to special education. The study found that teachers with 10 years of experience or more were more likely to refer students for behaviors to intervention processes that could potentially lead to special education evaluation. It also found that nearly all teachers considered behaviors when referring students to interventions that could potentially lead to special education evaluation. Additonally, more than half of survey participants identified specific ADHD and ED behaviors as problematic and the reason for the referral for interventions that could lead to special education. Finally, certain ADHD behaviors were only selected only by female teachers. Findings suggest a need for social emotional learning to be imbedded in core content instruction. School divisions should train teachers to account for gender differences when designing instruction. School divisions should emphasize training for teachers of the referrals process while making the process uniform. Finally, school divisions should train teachers in interventions for commonly occurring problem behaviors as well as instructional strategies designed to prevent misbehavior. / Doctor of Education / Male Students are almost twice as likely to be identified for special education services than female students (Bal et al., 2014). This is problematic as students with disabilities were often less likely to have high expectations in the educational setting (Hibel et al. 2010). Students with disabilities were also less likely to graduate high school, attend college, and were more likely to be incarcerated (Chesmore et al., 2016). Current research indicated that teacher perceptions of student behavior differ by teacher and student gender (Alter et al., 2013). Teacher perceptions of behavior played a central role in the referral of students to be evaluated for special education services related to behavioral needs (Raines et al., 2012). The purpose of this study was to investigate the relationship among teacher gender, student gender, and the referral of students to intervention processes that could potentially lead to special education evaluation for behavioral characteristics of emotional disability (ED) and attention deficit hyperactivity disorder (ADHD). Relationships between variables were examined using an ex post facto survey sent out to 460 middle school teachers across 11 schools. Survey items captured data from teachers who have referred students to interventions for ED and ADHD behavioral characteristics, potentially leading to special education evaluation. Data included teacher gender, years of experience, perception of the severity of student behavior, and the gender of the student referred. Relationships between variables were analyzed using descriptive statistics. Findings suggest male students were more likely to be referred for intervention processes for behaviors which could lead to special education evaluation for ED and ADHD behaviors. Also, that male and female teachers with10 years of experience or more were more likely to refer students to intervention processes that could lead to special education evaluation behaviors. Nearly all teachers considered behaviors when referring students to interventions that could potentially lead to special education evaluation. More than half of survey participants identified specific ADHD and ED behaviors as problematic and the reason for the referral for interventions that could potentially lead to special education. Finally, certain behaviors were selected only by females when it pertained to ADHD behaviors.

Thesis advisor: Lauri Johnson / Research has indicated that hiring and retaining educators of color can positively impact students of color, as educators of color have the capacity to be social justice change agents (Villegas & Davis, 2007), serve as strong role models for students of color (Ingersoll & May, 2011), promote culturally responsive curriculum (Ladson-Billings & Tate, 1995), and positively impact student achievement (Ahmad & Boser, 2014; Dee, 2004). However, there is a significant gap in the existing research on how educators of color perceive the impact of their racial/ethnic identity on their work in the classroom. This qualitative case study sought to answer how educators of color perceive the impact of their racial and/or ethnic identity on their relationships with students, their instructional practices, and the reduction of cultural bias in their school. It was part of a larger group case study that sought to capture the perceptions of educators of color related to racial disproportionality and its impact on the educator pipeline and schools. Data was collected through semi-structured face-to-face interviews and the administration of the Multigroup Ethnic Identity Measure protocol with educators of color in the Cityside Public School District. Data was examined through the lens of Critical Race Theory (CRT), specifically the tenets of permanence of racism, critique of liberalism, and counter storytelling. Findings support that the majority of the participants interviewed have a strong sense of belonging to their racial and/or ethnic group. Moreover, educators of color perceive that they serve as positive role models, provide students of color with culturally responsive pedagogy, and offer counter narratives that combat stereotyping. / Thesis (EdD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Over the last 35 years, the disproportionate use of discipline by gender, race/ethnicity, and disability status has been consistently documented. Specifically, Black males receive the majority of suspensions and expulsions. Discipline for Native American and Hispanic students, while often showing overrepresentation, is less consistent. There is however consistent evidence of disproportionate discipline for students with disabilities. Experiencing disproportionate discipline often leads to poor academic outcomes, drop out, and involvement in the juvenile justice system. The literature on disproportionate discipline does point to practices that may mitigate its occurrence. These include: shifting from reactive policies and practices to prevention frameworks, developing consistency for how consequences are delivered, reviewing behavioral data, and using graduated support. School-Wide Positive Behavioral Interventions and Supports (SWPBIS) is a systems approach focusing on whole-school prevention of problem behavior through teaching and acknowledgement of appropriate behavior, consistent consequences, and data for decision-making within graduated levels of support. The purpose of this study was to investigate the extent of disproportionate discipline in Oregon middle schools and explore the potential impact that SWPBIS may have on discipline rates. Results from descriptive analysis of discipline data by gender, race/ethnicity, and disability status across 181 middle schools in Oregon showed that Black, Native American, and Hispanic students were overrepresented for suspension and expulsion. Specifically, Black students were 2.58 times more likely to receive out-of-school suspension and 2.79 times more likely to be expelled as all other students. In addition, Native American and Hispanic students were over 1.5 times more likely to be suspended or expelled as all other students. In contrast, White and Asian students were less likely to be suspended and half as likely to be expelled as all other students. Also, students with disabilities were nearly two times more likely to be suspended and 1.55 times more likely to be expelled as students without disabilities. Lastly, ANOVA results for a causal-comparative matched group design with SWPBIS level of implementation as the independent variable showed no statistically significant differences between groups for suspension or expulsion. Possible reasons for these findings are explored and implications for future research and policy are provided.