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AN INVESTIGATION INTO UNITARY STATUS AND THE OVERREPRESENTATION OF BLACK STUDENTS IN SCHOOL DISCIPLINE AS MEASURED BY OUT-OF-SCHOOL SUSPENSIONS IN SECONDARY SCHOOLS WITHIN THE 67 FLORIDA PUBLIC SCHOOL DISTRICTS
Title
AN INVESTIGATION INTO UNITARY STATUS AND THE OVERREPRESENTATION OF BLACK STUDENTS IN SCHOOL DISCIPLINE AS MEASURED BY OUT-OF-SCHOOL SUSPENSIONS IN SECONDARY SCHOOLS WITHIN THE 67 FLORIDA PUBLIC SCHOOL DISTRICTS.
Creator
Dehlinger, Robin, Murray, Barbara, University of Central Florida
Abstract / Description
While many school districts in the state of Florida have achieved unitary status and are no longer under court jurisdiction, evidence that school districts continue to practice discipline policies that result in the disproportionate suspension of Black students can be found. Despite decades of desegregation, Black students continue to experience the devastating consequences of suspension and expulsion from school. The overrepresentation of Black students in the administration of school...
Show moreWhile many school districts in the state of Florida have achieved unitary status and are no longer under court jurisdiction, evidence that school districts continue to practice discipline policies that result in the disproportionate suspension of Black students can be found. Despite decades of desegregation, Black students continue to experience the devastating consequences of suspension and expulsion from school. The overrepresentation of Black students in the administration of school discipline is a serious concern for school districts. This study investigated if the attainment of unitary status resulted in equity in school discipline for Black students. Additionally, the study investigated the overrepresentation of Black students in the administration of school discipline as measured by out-of-school suspensions in the secondary schools of the 67 Florida public school districts in 2005-2006. The study compared the representation of Hispanic and Multiracial students to Black students in the administration of school discipline. The study also examined the effects of grade level (6, 7, 8, and 9) on Black, Hispanic, and Multiracial students in the administration of school discipline. Analysis of the data derived from the Florida Department of Education database for school year 2005-2006 led to the following findings: (1) there was overrepresentation of Black students in secondary schools in the state of Florida and that 42 school districts were not in compliance with unitary status guidelines; (2) Black students were overrepresented in school discipline when compared to Hispanic and Multiracial students; (3) the effect of grade (6, 7, 8, and 9) was not significant in the representation of Black students in school discipline; (4) 18 Florida public school districts have attained unitary status, 16 public school districts remained under court jurisdiction, and 33 public school districts were never subject to desegregation litigation; and, (5) Black students were overrepresented in the administration of school discipline in school districts that have attained unitary status.
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Date Issued
2008
Identifier
CFE0002042, ucf:47578
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002042
Site-Embedded Professional Development as a Means to Increase Teachers' Sense of Efficacy: Lessons from a Middle School Quasi-Experimental Study
Title
Site-Embedded Professional Development as a Means to Increase Teachers' Sense of Efficacy: Lessons from a Middle School Quasi-Experimental Study.
Creator
Roy, Melissa, Gill, Michele, Allen, Kay, Hutchinson, Cynthia, Dehlinger, Robin, University of Central Florida
Abstract / Description
The purpose of this quasi-experimental study was to provide site-embedded professional development and coaching support to middle school teachers in an attempt to increase their sense of efficacy for teaching even the most difficult students. The entire faculty (64 teachers) at Jordan Ridge Middle School participated in this intervention. The theoretical framework used to guide this study was conceptual change theory (Pintrich, Marx, (&) Boyle, 1993); specifically, Gregoire's (2003) Cognitive...
Show moreThe purpose of this quasi-experimental study was to provide site-embedded professional development and coaching support to middle school teachers in an attempt to increase their sense of efficacy for teaching even the most difficult students. The entire faculty (64 teachers) at Jordan Ridge Middle School participated in this intervention. The theoretical framework used to guide this study was conceptual change theory (Pintrich, Marx, (&) Boyle, 1993); specifically, Gregoire's (2003) Cognitive-Affective Model of Conceptual Change (CAMCC) informed the design and interpretation of the intervention. A 33-item adaptation of the Teachers' Sense of Efficacy Scale (TSES, Tschannen-Moran and Hoy, 2007) served as a quantitative measure and was administered to teachers at Jordan Ridge Middle School as a pre- and post- test. The same measure was administered to teachers at a neighboring school with similar demographics as a post-test to serve as a comparison. Additionally, qualitative data were gathered in the form of survey open response questions as well as monthly end-of class reflections in order to further illuminate the quantitative findings. The study's findings indicate that providing targeted, responsive, collaborative professional learning opportunities to teachers in the context of their own school may favorably influence their sense of efficacy. This study has practical and theoretical implications for the ways in which K12 teachers are provided opportunities for professional learning and growth.
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Date Issued
2016
Identifier
CFE0006383, ucf:51538
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006383