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dc.contributor.advisorDavis, James Earl
dc.creatorBreedlove, Crystal V.
dc.date.accessioned2020-10-21T14:26:49Z
dc.date.available2020-10-21T14:26:49Z
dc.date.issued2010
dc.identifier.other864885091
dc.identifier.urihttp://hdl.handle.net/20.500.12613/851
dc.description.abstractAfrican American students constitute 17% of the student population in the United States of America and 36% of suspensions and 32% of expulsions; European American students comprise 59% of this population and 44% of suspensions and expulsions. This disproportionate rate is termed the discipline gap. The most discussed gap in the current discourse on educational statistics has been the achievement gap with numerous studies examining the need for cultural relevancy and consistent conceptual arguments made which present teachers' stereotypical perceptions of African American students as a causative factor of African American students' lack of engagement in public school classrooms. These studies and arguments provide the foundation for the emerging discussions on the discipline gap. Studies investigating this gap have found that the majority of disciplinary moments experienced by African American students are subjective in nature. The current qualitative case study design examines these Subjective Disciplinary Moments by exploring the disciplinary practices of three middle grades teachers in an urban school. The disciplinary reports submitted by these teachers were examined and follow-up interviews were conducted with the teacher and reported students (see Appendices E and F). Grounded theory methods were employed to analyze collected data and extrapolate themes from observed interactions and each participant's perception of these reported incidents. The following emerged as contributing to the construction of subjective disciplinary moments in these inner-city classrooms: not addressing student and teacher expectations explicitly, perceptions of race, class and culture not considered as a reason for understanding and not acknowledging the emotional life in the classroom.
dc.format.extent198 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducation, Secondary
dc.subjectEducation, Teacher Training
dc.subjectClassroom Management
dc.subjectCulturally Responsive Practices
dc.subjectDisciplinary Moments
dc.subjectDiscipline Gap
dc.subjectEmotions in Class
dc.subjectPerception of Culture
dc.titleSubjective Disciplinary Moments: A Qualitative Study of Culturally Responsive Practices in Three Inner City Classrooms
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberHill, Marc Lamont
dc.contributor.committeememberKeith, Novella Zett
dc.contributor.committeememberSanford-DeShields, Jayminn
dc.contributor.committeememberCucchiara, Maia Bloomfield
dc.description.departmentUrban Education
dc.relation.doihttp://dx.doi.org/10.34944/dspace/833
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
refterms.dateFOA2020-10-21T14:26:49Z


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