Thesis advisor: Lauri Johnson / Student discipline practices evolved significantly in recent decades, yet pervasive use of out of school suspension persists. Such exclusionary discipline practice negatively influences students’ opportunity to learn and restricts inclusion within the school environment. Wide belief and extensive research speaks to the benefit of alternative practices, yet a gap in research remains specific to what leadership practices influence such opportunities. The purpose of this individual study nested in a larger case study focused on leadership for inclusive practices, was an examination of leadership perceptions of how student discipline decisions can support a student’s opportunity to learn. This study, conducted in a diverse urban school district in Massachusetts, Northside Public Schools, included interview data from fourteen district and school leaders as well as examination of publicly available and locally provided documents as data for analysis. Findings indicate that fostering relationships between school, student, family, and community members is integral to inclusive practices as a whole, specifically when related to discipline situations and pivotal to effective implementation of alternatives to suspensions, such as Positive Behavior Interventions and Supports and Restorative Practices. Recommendations include intentional tiered systems development and implementation of instructional interventions as alternative to exclusionary discipline through a culturally responsive perspective. / Thesis (EdD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.
| Identifer | oai:union.ndltd.org:BOSTON/oai:dlib.bc.edu:bc-ir_108782 |
| Date | January 2020 |
| Creators | Fitzmaurice, Elizabeth |
| Publisher | Boston College |
| Source Sets | Boston College |
| Language | English |
| Detected Language | English |
| Type | Text, thesis |
| Format | electronic, application/pdf |
| Rights | Copyright is held by the author, with all rights reserved, unless otherwise noted. |
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