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Elementary Teachers' Perceptions Regarding Behaviors that Lead to Disproportionate Referrals by Race.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Elementary Teachers' Perceptions Regarding Behaviors that Lead to Disproportionate Referrals by Race./
Author:	Johannes, Susan.
Description:	1 online resource (179 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
Contained By:	Dissertations Abstracts International84-11A.
Subject:	Elementary education. -
Online resource:	click for full text (PQDT)
ISBN:	9798379491819

Elementary Teachers' Perceptions Regarding Behaviors that Lead to Disproportionate Referrals by Race.
Johannes, Susan.

Elementary Teachers' Perceptions Regarding Behaviors that Lead to Disproportionate Referrals by Race. - 1 online resource (179 pages)

Source: Dissertations Abstracts International, Volume: 84-11, Section: A.

Thesis (Ed.D.)--Walden University, 2023.

Includes bibliographical references

Disproportionate office referrals through teachers in Grades 3-5 based on their students' race are documented. At a Title I elementary school in the northeastern part of Virginia, non-White students are referred to the office for behavior issues 5% more times than their White peers. Guided by Bell's critical race theory, the purpose of this study was to examine Grade 3-5 elementary teachers' perceptions regarding types of behaviors that are leading to disproportionate numbers of office referrals for non-White students. A basic qualitative research design was employed. Semistructured interviews were conducted with 8 purposefully sampled teachers to explore teachers' perceptions about behaviors that challenge teachers' authority in the classroom, how they establish understandable classroom rules for all students, and support they need to address behavior issues proactively rather than reactively. Using open and axial coding to analyze data, four themes were identified: disrespect challenged teachers the most, a need to establish cultural norms, explanation of rules for non-English speaking students, and administrative support. These themes guided the creation of a professional training session through which positive social change could occur through relevant learning and active engagement to increase the educational community's capacity by developing more effective classroom management skills.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379491819Subjects--Topical Terms:

1148439
Elementary education.
Subjects--Index Terms:

CulturalIndex Terms--Genre/Form:

554714
Electronic books.

Elementary Teachers' Perceptions Regarding Behaviors that Lead to Disproportionate Referrals by Race.
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520 $a Disproportionate office referrals through teachers in Grades 3-5 based on their students' race are documented. At a Title I elementary school in the northeastern part of Virginia, non-White students are referred to the office for behavior issues 5% more times than their White peers. Guided by Bell's critical race theory, the purpose of this study was to examine Grade 3-5 elementary teachers' perceptions regarding types of behaviors that are leading to disproportionate numbers of office referrals for non-White students. A basic qualitative research design was employed. Semistructured interviews were conducted with 8 purposefully sampled teachers to explore teachers' perceptions about behaviors that challenge teachers' authority in the classroom, how they establish understandable classroom rules for all students, and support they need to address behavior issues proactively rather than reactively. Using open and axial coding to analyze data, four themes were identified: disrespect challenged teachers the most, a need to establish cultural norms, explanation of rules for non-English speaking students, and administrative support. These themes guided the creation of a professional training session through which positive social change could occur through relevant learning and active engagement to increase the educational community's capacity by developing more effective classroom management skills.
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