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Journal of School Violence Volume 11, 2012 - Issue 2: Designing School Contexts in Support of Proactive Discipline: Applications to School Violence
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Commentary

Both Suspension and Alternatives Work, Depending on One's Aim

George G. Bear College of Education and Human Development, University of Delaware, Newark, Delaware, USACorrespondence[email protected]
Pages 174-186 | Received 04 Oct 2011, Accepted 10 Dec 2011, Published online: 03 Apr 2012

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Read on this site (4)

Annmary S. Abdou & Ashley M. Mayworm. (2021) Educator perceptions of adult-student relationships, racial climate, and associated discipline techniques. International Journal of School & Educational Psychology 9:4, pages 290-304.
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Hilary Lustick. (2017) Making discipline relevant: toward a theory of culturally responsive positive schoolwide discipline. Race Ethnicity and Education 20:5, pages 681-695.
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GeorgeG. Bear. (2013) Teacher Resistance to Frequent Rewards and Praise: Lack of Skill or a Wise Decision?. Journal of Educational and Psychological Consultation 23:4, pages 318-340.
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Jill D. Sharkey & Pamela A. Fenning. (2012) Rationale for Designing School Contexts in Support of Proactive Discipline. Journal of School Violence 11:2, pages 95-104.
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Articles from other publishers (10)

David M. Ramey & Brittany N. Freelin. (2023) Exploring the relationships between school suspension, ADHD diagnoses, and delinquency across different school punitive and special education climates. Children and Youth Services Review 148, pages 106849.
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David Michael Ramey & Brittany N. Freelin. (2022) Controlling Defiance: An Examination of School Social Control in California School Districts. Sociological Perspectives 66:2, pages 276-310.
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Katina Pollock, Ruth Nielsen & Fei Wang. (2023) School principals’ emotionally draining situations and student discipline issues in the context of work intensification. Educational Management Administration & Leadership, pages 174114322311656.
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David M. Ramey. (2019) Punitive versus Medicalized Responses to Childhood Behavior Problems and High School Graduation. Sociological Perspectives 63:2, pages 201-227.
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Nicolette M. Grasley-Boy, Nicholas A. Gage & Michael Lombardo. (2019) Effect of SWPBIS on Disciplinary Exclusions for Students With and Without Disabilities. Exceptional Children 86:1, pages 25-39.
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Sara Valdebenito, Manuel Eisner, David P. Farrington, Maria M. Ttofi & Alex Sutherland. (2018) School‐based interventions for reducing disciplinary school exclusion: a systematic review. Campbell Systematic Reviews 14:1.
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Sara Valdebenito, Manuel Eisner, David Farrington, Maria Ttofi & Alex Sutherland. (2015) Protocol for a systematic review: School‐based interventions for reducing disciplinary school exclusion: A systematic review. Campbell Systematic Reviews 11:1, pages 1-54.
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Ashley M. Mayworm & Jill D. Sharkey. (2014) ETHICAL CONSIDERATIONS IN A THREE-TIERED APPROACH TO SCHOOL DISCIPLINE POLICY AND PRACTICE. Psychology in the Schools 51:7, pages 693-704.
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Decoteau J. Irby. (2012) Net-Deepening of School Discipline. The Urban Review 45:2, pages 197-219.
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Alex Sutherland & Manuel Eisner. (2014) The Treatment Effect of School Exclusion on Unemployment. SSRN Electronic Journal.
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