Vulnerable Decision Points for Disproportionate Office Discipline Referrals: Comparisons of Discipline for African American and White Elementary School Students

2016 ◽  
Author(s):  
Keith Smolkowski ◽  
Erik James Girvan ◽  
Kent McIntosh ◽  
Robert Horner
Keyword(s):  
Elementary School ◽  
African American ◽  
Elementary School Students ◽  
Discipline Referrals ◽  
Office Discipline Referrals ◽  
School Students ◽  
Decision Points

Characteristics of Emotional Disturbance of Elementary School Students

2003 ◽  
Vol 28 (2) ◽  
pp. 94-110 ◽  
Author(s):  
Douglas Cullinan ◽  
Chan Evans ◽  
Michael H. Epstein ◽  
Gail Ryser
Keyword(s):  
Elementary School ◽  
African American ◽  
Emotional Disturbance ◽  
Elementary School Students ◽  
European American ◽  
School Students ◽  
And Gender ◽  
Socially Maladjusted

The five characteristics of emotional disturbance (ED) as stated in the IDEA definition and a variable called socially maladjusted, were investigated. Participants were African American and European American elementary school boys and girls, 336 with ED and 548 without ED. Variables were measured with the Scale for Assessing Emotional Disturbance. Students with ED exceeded those without ED on all characteristics. Student category and race interacted for all characteristics in various ways. There were also interactions of category and gender. Among students with ED, one form of comorbidity was more prevalent among girls than boys, but there were no differences by race. Results clarify how students with ED exhibit the five characteristics associated with having ED and the socially maladjusted condition and show the need to consider all five characteristics in understanding the ED disability.

EXAMINING CLASSROOM LEARNING PREFERENCES AMONG ELEMENTARY SCHOOL STUDENTS

2005 ◽  
Vol 33 (7) ◽  
pp. 699-708 ◽  
Author(s):  
Constance M. Ellison ◽  
A.Wade Boykin ◽  
Kenneth M. Tyler ◽  
Monica L. Dillihunt
Keyword(s):  
Elementary School ◽  
African American ◽  
Cooperative Learning ◽  
Elementary School Students ◽  
Low Income ◽  
Learning Preferences ◽  
Future Research ◽  
Classroom Learning ◽  
School Students ◽  
Individualistic Learning

The purpose of this study was to further determine the classroom learning preferences of elementary school students. A measure of cooperative, competitive and individualistic learning preferences (The Social Interdependence Scales, Johnson, & Norem-Hebeisen, 1979), was administered to 138 5th and 6th graders (66 African American and 72 White) attending a school in a low-income community. Results indicated that overall, participants preferred cooperative learning to competitive and individualistic learning. However, African American students reported significantly higher preferences for cooperative learning than did their White counterparts, while the reverse was true for individualistic and competitive learning. Implications and relevance for classroom practices are discussed. It is also argued that future research should include repeated testing of learning preferences and expansion of the work across a wide age range.

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