Zobrazeno 1 - 10
of 32
pro vyhledávání: '"Tary J. Tobin"'
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
https://doi.org/10.18251/ijme.v20i1.1534
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
https://doi.org/10.1177/0022487117702581
Autor:
Cindy Bankston, Tary J. Tobin
Publikováno v:
Creative Education. :2400-2411
Abstinence education lessons were designed to address teen pregnancy and sexually transmitted infection (STI) among adolescent youth. A community nonprofit organization with extensive experience in abstinence education trained youth leaders and high
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a32545b5e2ad0874b53366430aedb0fe
https://doi.org/10.4236/ce.2017.815164
https://doi.org/10.4236/ce.2017.815164
Publikováno v:
Family Court Review. 51:452-459
We present 2009–2010 data on disciplinary exclusions in schools and juvenile incarcerations from one state in the United States to demonstrate that American Indian/Alaska Native (AI/AN) students: (a) are disproportionately overrepresented in discip
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::206053f5c73f8c14c1aaaa1cb06aeec5
https://doi.org/10.1111/fcre.12042
https://doi.org/10.1111/fcre.12042
Publikováno v:
Education and Treatment of Children. 35:431-458
Given documented racial/ethnic disproportionality in disciplinary referrals and strong recommendations to base provision of secondary level supports on data, we explored whether students from various racial/ethnic groups have equitable access to seco
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8e2b6cc680349cf4f48d7090dae09aa8
https://doi.org/10.1353/etc.2012.0018
https://doi.org/10.1353/etc.2012.0018
Publikováno v:
Education and Treatment of Children. 35:585-601
We examined 2009-2010 data on exclusionary discipline practices from one state in the Pacific Northwest of the United States across students' racial/ ethnic backgrounds and disability status. Our focus was on proportionate representation in exclusion
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9e41d9c8545f2b7d3570a7636307daaf
https://doi.org/10.1353/etc.2012.0025
https://doi.org/10.1353/etc.2012.0025
Autor:
Claudia G. Vincent, Tary J. Tobin
Publikováno v:
Preventing School Failure: Alternative Education for Children and Youth. 55:192-201
The authors studied changes in disproportionate exclusion of African American students, compared with their White peers, in relation to implementation of Schoolwide Positive Behavior Support using data from 46 schools. They measured (a) exclusion thr
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2e41073b815a098af03e800d7aa489ea
https://doi.org/10.1080/1045988x.2010.532520
https://doi.org/10.1080/1045988x.2010.532520
Publikováno v:
Exceptionality. 19:175-190
The goal of our study was to examine if school-wide positive behavior support implementation was associated with reductions in the discipline gap. We provided outcomes from descriptive and preliminary statistical analyses of three years of office dis
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ed027d6842f4727f7f162bd1c8cae1b5
https://doi.org/10.1080/09362835.2011.579936
https://doi.org/10.1080/09362835.2011.579936
Publikováno v:
Journal of Positive Behavior Interventions. 13:219-229
Within the context of widely documented racially disproportionate discipline outcomes, we describe schoolwide positive behavior support (SWPBS) as one approach that might provide a useful framework for culturally responsive behavior support delivery.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d2a4da485c1c051aaf259e4da64e3b4c
https://doi.org/10.1177/1098300711399765
https://doi.org/10.1177/1098300711399765
Autor:
M. Karega Rausch, Choong-Geun Chung, Tary J. Tobin, Seth L. May, Robert H. Horner, Russell J. Skiba
Publikováno v:
School Psychology Review. 40:85-107
Discipline practices in schools affect the social quality of each educa- tional environment, and the ability of children to achieve the academic and social gains essential for success in a 21st century society. We review the documented patterns of of
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::97f9f42346da50fe2932dbda0c55f361
https://doi.org/10.1080/02796015.2011.12087730
https://doi.org/10.1080/02796015.2011.12087730