Teachers' perceptions regarding African American students' classroom behaviors, school suspensions, and office referrals in selected North Carolina public schools
Abstract
This study explored the number of discipline referrals received by African American students in a North Carolina county. The rationale for this study was to report teachers' perception of African American students and how discipline is managed in the classroom to minimize disruptions and increase academic achievement. The responses from the twenty-one participants were used to provide a suitable intervention to decrease the number of behavior-related office referrals in a southeastern school district as it relates to a specific attendance area. This study provided an overview of other alternates to suspension and their effectiveness. An interview protocol consisting of questions relating to demographics, effective and non-effective strategies used in the classroom helped to provide feedback for this study along with other district discipline data.
Subject Area
Educational leadership
Recommended Citation
Taylor, Zoletta Lynn, "Teachers' perceptions regarding African American students' classroom behaviors, school suspensions, and office referrals in selected North Carolina public schools" (2015). ETD Collection for Fayetteville State University. AAI3664595.
https://digitalcommons.uncfsu.edu/dissertations/AAI3664595