Výsledky vyhledávání - "Claudia G. Vincent"

Initial Field Test of the SOARS (Student Ownership, Accountability, and Responsibility for School Safety) Framework for High Schools

Autor: Claudia G. Vincent, Hill Walker, Dorothy L. Espelage, Christopher Murray, Rita Svanks, Jordan Pennefather, Alberto Valido, Brion Marquez

Publikováno v: NASSP Bulletin. 106:154-176

We present outcomes from a field test of a student-centered and technology-driven school safety framework. We describe the framework components rooted in school violence prevention. Results from our field test indicate moderate student and teacher us

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::b658f1cf0bbf8226dc48c9fc6f422d8a
https://doi.org/10.1177/01926365221102378

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Designing Professional Development in Restorative Practices: Assessing High School Personnel's, Students’, and Parents’ Perceptions of Discipline Practices

Autor: Heather H. McClure, Deanna Goodrich, Brion Marquez, Claudia G. Vincent

Publikováno v: NASSP Bulletin. 105:250-275

We conducted focus groups with high school staff, students, parents, and administrators to gain information about how to design professional development training supporting high school staff in implementing restorative practices within a multitiered

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::fd7723a8838ab66b2a00b553c3e635f0
https://doi.org/10.1177/01926365211045461

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Introducing restorative practices into high schools’ multi-tiered systems of support: successes and challenges

Autor: Shareen Springer, Rita Svanks, Claudia G. Vincent, Erik J. Girvan, John Inglish, Allison Ivey, Mark J. Van Ryzin

Publikováno v: Contemporary Justice Review. 24:409-435

We report findings from a recent field test assessing the feasibility of training teachers in implementing restorative practices within a multi-tiered approach to supporting student behavior. First...

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::dc3ed7078977decf5f63d52c56f34332
https://doi.org/10.1080/10282580.2021.1969522

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Student outcomes from the pilot test of a comprehensive school safety framework for high schools: Student Ownership, Accountability, and Responsibility for School Safety (SOARS)

Autor: Claudia G. Vincent, Hill Walker, Dorothy L. Espelage, Alberto Valido, Christopher Murray, Rita Svanks, Brion Marquez, Jordan Pennefather

Publikováno v: TMS Proceedings 2021.

This paper has two purposes: First, we describe the components of the Student Ownership, Accountability, and Responsibility for School Safety (SOARS) framework in the context of the literature on school safety. Second, we offer outcomes from a pilot

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b3b6d201262ef759b6dd441c7624150b
https://doi.org/10.1037/tms0000118

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The Gift of Education: How Indigenous Knowledges Can Transform the Future of Public Education

Autor: Leilani Sabzalian, Joana Jansen, Kelly M. LaChance, Claudia G. Vincent, Michelle M. Jacob, Tary J. Tobin

Publikováno v: International Journal of Multicultural Education. 20:157-185

This article advocates for the necessity of Indigenous Knowledges in furthering Indigenous self-determination in public schools, as well as furthering the broad aims of public education. Drawing attention to past efforts across the United States to t

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::cba209a920c8213e122b275a17752d56
https://doi.org/10.18251/ijme.v20i1.1534

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Implementing Instructional Practices to Improve American Indian and Alaska Native Students’ Reading Outcomes: An Exploration of Patterns Across Teacher, Classroom, and School Characteristics

Autor: Claudia G. Vincent, Tary J. Tobin, Mark J. Van Ryzin

Publikováno v: Journal of Teacher Education. 68:435-450

The Native Community strongly recommends integrating Native language and culture (NLC) into reading instruction to improve outcomes for American Indian/Alaska Native (AI/AN) students. However, little is known about the extent to which recommended pra

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::cc28a116457797f27255dc96a666a77d
https://doi.org/10.1177/0022487117702581

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Teacher Judgment in Assessing Students’ Social Behavior Within a Response-to-Intervention Framework: Using What Teachers Know

Autor: Steven R. Forness, Brion Marquez, Hill M. Walker, Pamela Yeaton, Claudia G. Vincent, Jordan Pennefather

Publikováno v: Education and Treatment of Children. 38:363-382

This article is focused on the initial development and trial testing of a brief teacher rating tool that can be used for universal screening and tracking of instructionally relevant forms of student social behavior over time. A 12-item scale is descr

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::b245fb8c40bb87a4827759829a32a067
https://doi.org/10.1353/etc.2015.0019

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Systematically Addressing Discipline Disproportionality Through the Application of a School-Wide Framework

Autor: JESSICA SWAIN-BRADWAY, SHELDON L. LOMAN, CLAUDIA G. VINCENT

Publikováno v: Multiple Voices for Ethnically Diverse Exceptional Learners. 14:3-17

The disproportionate representation of culturally and linguistically diverse students in exclusionary discipline practices is a well-documented practice in education. This paper synthesizes current literature that points to a cultural incongruence be

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::9456190626a105b5ccfa3be394a9be1d
https://doi.org/10.56829/muvo.14.1.jl626n21408t4846

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