In this article, Ford brings forward a frequently identified root cause of inequity in society and in school discipline, implicit bias. He acknowledges that all people, including educators, are raised in context of social situations and conditioning. Ford refers to methods for raising the issue of implicit bias with teachers, guiding them to introspection and leading them toward individual and systematic change.
Ford, James E. 2016. “The Root of Discipline Disparities.” Educational Leadership. 3:42-46.
A national, federally funded center that provides capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide disciplinary practices. Includes valuable tools and materials for school use.
The article provides a conceptual map for understanding how policy, practice and people intersect in schools. The article is useful for practitioners that want to understand how federal mandates, school practices and the multitude of individuals in schools can coalesce into a system that improves general and special education.
Klingner, J. K., Artiles, A. and others. “Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems.” Education Policy Analysis Archives, 13(38), 2005: 1-41.
This webinar focuses on how to implement evidence-based instructional practices comprising the BEST in CLASS intervention program. The BEST in CLASS intervention targets young children (ages 3-5 years old) with challenging behavior and has found to be effective for use in early childhood settings to prevent and ameliorate young children’s challenging behaviors, promote positive teacher-child interactions, and increase child engagement and learning.
This resource from Culture Abilities Resilience Effort (C.A.R.E.) provides recommendations for incorporating research on racial and ethnic disparities in education to everyday practice.
National Education Association. 2003. C.A.R.E.: Strategies for Closing the Achievement Gap. Washington, DC.
Using California Healthy Kids Survey data the analysis found that students who had larger exposure to restorative practices saw less exposure to exclusionary practices saw less exposer to exclusionary discipline, smaller racial disparities in discipline, and improved academic achievement.
Darling-Hammond, Sean, Lauren Trout, Trevor Fronius, & Rebeca Cerna. 2021. Can restorative practices bridge racial disparities in schools? Evidence from the California Healthy Kids Survey. WestEd https://www.wested.org/wp-content/uploads/2021/08/Restorative-Practices-Bridging-Racial-Disparity-Research-Brief-3.pdf (accessed January 30, 2023).
The book explores how race is talked about and addressed in practice. The book is important because it challenges practitioners to think about how comfortable they are speaking about race in practice and what the implications of their comfort level can be for students.
Pollock, M. Colormute: Race Talk Dilemmas in an American School. Princeton, NJ: Princeton University Press, 2004.
Offers approaches and activities for enabling educational leaders to gain a personal understanding of what cultural proficiency means in practice; use collaborative activities to effect change in a school; and lead a learning community toward becoming a culturally proficient organization.
Lindsey, Randall, Kikanza Nuri Robins, and Raymond Terrell. 2009. Cultural Proficiency: A Manual for School Leaders, 3rd ed. Thousand Oaks, CA: Corwin Press.
Addresses essential elements of becoming culturally responsive and ways in which teachers can implement strategies in their classrooms.
Technical Assistance Center on Disproportionality, New York University (2008).
Students of color, especially Black males identified as having emotional behavior disorders (EBD), are overrepresented in exclusionary practices. Exclusionary practices, such as in-school suspension, out-of-school suspension, and expulsion, negatively impact academic and social–emotional–behavioral outcomes for all students, especially students with EBD. This article identifies the overlapping principles of culturally responsive teaching and culturally responsive pedagogy as theorized by Gay and Ladson-Billings so that teachers of students of color identified with EBD can better support the specific learning needs of their students. These principles are explicitly applied to behavior-specific praise and error corrections, two evidence-based classroom behavioral management practices.
Power, M. E., Kelley, M. H., Selders, K. J., & Green, A. L. (2023). Culturally Responsive Evidence-Based Practices for Black Males with Emotional Behavioral Disorders. Intervention in School and Clinic, 0(0
