Abstract
Yusuf, Irvine, and Bell describe a partnership with the Oakland Unified School District to develop a decision-making tool to guide teachers’ decisions for disciplinary referrals in order to address teacher and administrator discretion in school discipline procedures. The tool was created during a professional development session held with classroom teachers from a middle school in Oakland, California, and guided by a collaborative of local stakeholders. The authors describe the process used to develop the tool, and explore teachers’ perspectives on classroom management and discipline. They conclude that the collaborative process of developing a decision-making tool provided a strategy for teacher voice and input, helping them to realize their role in discipline disparities and alternative responses they could use to manage student behavior in the classroom.
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Yusuf, A.R., Irvine, A., Bell, J. (2016). Reducing Racial Disparities in School Discipline: Structured Decision-Making in the Classroom. In: Skiba, R., Mediratta, K., Rausch, M. (eds) Inequality in School Discipline. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-51257-4_6
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