ABSTRACT

Over the past several decades, public schools across the United States have experienced an increasingly visible diversity rift between student enrollment and teaching faculty. The number of students from diverse backgrounds continues to grow while educator ranks continue to become more homogeneous. This diversity rift presents several challenges that affect the quality of educational experiences for students from diverse backgrounds, often to detrimental longitudinal outcomes including the disproportionate use of exclusionary school discipline. The majority of educator preparation programmes continue to train future professionals in traditional, outdated classroom management practices that invoke reactive actions often resulting in suspension or expulsion. Such practices have disproportionately affected students from diverse backgrounds, most conspicuously Black males. However, there are several recommendations school organisations can implement to better prepare their faculty ranks to meet the behavioural needs of students without immediately resorting to exclusionary school discipline. This paper will discuss professional development options that emphasise educator objectivity (i.e., addressing implicit bias, unconditional positive regard) in tandem with evidence-based practices (i.e., positive-based behaviour management, classroom-based functional behavioural assessment) that can be incorporated in the general education classroom.

摘要

在过去的几十年里，美国各地的公立学校在学生入学和教师之间经历了越来越明显的多样性裂痕。来自不同背景的学生人数继续增长，而教育工作者的排名继续变得更加同质化。这种多样性裂痕带来了一些挑战，这些挑战影响了来自不同背景的学生的教育体验质量，通常会产生有害的纵向结果，包括不成比例地使用排他性学校纪律。大多数教育者准备计划继续在传统的、过时的课堂管理实践中培训未来的专业人员，这些实践会引起经常导致停学或开除的反应性行为。这种做法对来自不同背景的学生产生了不成比例的影响，最显眼的是黑人男性。但是，学校组织可以实施几项建议，以更好地准备其教职员工以满足学生的行为需求，而无需立即诉诸排他性的学校纪律。本文将讨论强调教育者客观性（即解决隐性偏见、无条件积极关注）的专业发展选项，以及可以纳入的循证实践（即基于积极的行为管理、基于课堂的功能性行为评估）。通识教育课堂。