家庭与学校的关系以及对残疾和非残疾学生的排斥性纪律处分

IF 2.3 3区 教育学 Q1 EDUCATION, SPECIAL Remedial and Special Education Pub Date : 2024-05-30 DOI:10.1177/07419325241253212
Zhe Gigi An, Hyunwoo Yang
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引用次数: 0

摘要

本研究利用从2019年全国家庭教育调查项目的 "家长和家庭参与教育调查 "中提取的数据,使用一系列线性概率模型来研究家庭-学校关系与排斥性纪律之间的关联。样本包括 15,360 个美国 K-12 非家庭教育和非虚拟学校学生的家庭。结果表明,残疾学生被开除和停学的情况明显增多,他们的家庭对学校的满意度较低,因负面原因与学校的个别接触明显增多。此外,在考虑了学生的种族、年龄和性别等特征后,家长对学校的满意度以及学校就学生的积极行为或学校作业和行为问题与家长进行的个别接触,在统计学上与开除处分有显著关联。家庭-学校关系与排斥性纪律之间的这些关联并不因学生的残疾状况而有所不同。
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Family–School Relationships and Exclusionary Discipline of Students With and Without Disabilities
Using data extracted from the Parent and Family Involvement in Education Survey of the 2019 National Household Education Surveys Program, this study used a series of linear probability models to examine the association between family–school relationships and exclusionary discipline. The sample included 15,360 U.S. families of K–12 non-homeschooled and non-virtual school students. Results suggest that students with disabilities experienced significantly more expulsion and suspension and that their families were less satisfied with school and received significantly more individual contact from school for negative reasons. In addition, parent satisfaction with school and individual contacts from school to parent regarding positive behaviors or schoolwork and behavior problems were statistically significantly associated with exclusionary discipline after accounting for student characteristics, such as race, age, and gender. These associations between family–school relationships and exclusionary discipline did not differ by a student’s disability status.
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来源期刊
Remedial and Special Education
Remedial and Special Education EDUCATION, SPECIAL-
CiteScore
5.70
自引率
8.30%
发文量
28
期刊介绍: Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.
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