2026-09-22T16:11:46Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/90904 2023-07-11 col_2142_5131 com_2142_5130

Anderson, James Anderson, James Dash, Leon Pak, Yoon Trent, William Watson, Kimberly 2016-07-07T21:14:47Z 2016-07-07T21:14:47Z 2018-07-08T09:15:09Z 2016-04-18 2016-05 African American students are suspended and expelled from school at frightening rates. In many instances, they are disciplined for actions that could be addressed with measures other than exclusionary discipline practices. Punitive discipline practices place students on a path to incarceration and does not actually correct student behavior. This sequence is known as the School to Prison Pipeline. This research study focuses on classroom management coaching and ongoing teacher development as a strategy for reducing teacher dependency on punitive discipline by teaching proactive measures of student behavior management. Qualitative research methods are used to examine the perspectives of administrators, coaches, and teachers regarding the costs and benefits of coaching and ongoing teacher development in an urban school district. Administrators, coaches, and teachers agree that the benefits of coaching and ongoing teacher coaching outweigh the costs. Student discipline referrals and out of school suspension rates declined significantly over the years that classroom management coaching was implemented. While classroom management coaching and ongoing teacher development are effective practices to improve school wide behavior, there remains a need to provide development in the areas of culturally relevant approaches to student engagement. Color blind approaches to student behavior management do not address racism as the root of disproportionate discipline practices. Therefore, the problem with using excessive discipline for African American students is not being rectified.   Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2018-05-01 The student, Kimberly Watson, accepted the attached license on 2016-04-15 at 13:11. The student, Kimberly Watson, submitted this Dissertation for approval on 2016-04-15 at 13:19. This Dissertation was approved for publication on 2016-04-18 at 14:20. DSpace SAF Submission Ingestion Package generated from Vireo submission #9245 on 2016-07-07 at 14:16:48 Made available in DSpace on 2016-07-07T21:14:47Z (GMT). No. of bitstreams: 3 WATSON-DISSERTATION-2016.pdf: 925871 bytes, checksum: a2b73f04adf0097c7f326bc7a32a49b9 (MD5) LICENSE.txt: 4212 bytes, checksum: 9ccdec0ad9db8ac3f331d4e26697de5d (MD5) PROQUEST_LICENSE.txt: 4558 bytes, checksum: 4e4b698f3b959e95e5851b55e42bf297 (MD5) Previous issue date: 2016-04-18 Embargo set by: Seth Robbins for item 93258 Lift date: 2018-07-07T21:14:52Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system Embargo set by: Seth Robbins for item 93258 Lift date: 2018-07-07T21:18:16Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system Limited Restriction Lifted for Item 93258 on 2018-07-08T09:15:09Z. application/pdf http://hdl.handle.net/2142/90904 en Copyright 2016 Kimberly Watson Positive Behavior Interventions and Supports (PBIS) classroom management coaching student behavior management Classroom management coaching as a means to transform inequitable school wide discipline practices: perspectives of school administration, coaches, and teachers text text Educ Policy, Orgzn & Leadrshp Educ Policy, Orgzn & Leadrshp University of Illinois at Urbana-Champaign Dissertation Ph.D.