Lit Reviews For Weebly

Article: Individual- and school level Predictors of Student Office Disciplinary Referrals _
Topic: Behavior Referrals/Ethnicity____

Date Retrieved/Used 2/21/18
Martinez, A., McMahon, S., & Treger, S. (2016).
Individual- and School-Level Predictors of Student Office
Bib. Information (APA Formatting): Disciplinary Referrals. Journal of Emotional and
Behavioral Disorders, 24(1), 30-41.
Andrwe Martinez, Susan D. McMahon, Stan Treger-

Author(s) Affiliation:
Professors DePaul University
Scholarly article that presents a research study
Type of Resource: (Scholarly/Trade/Other)
 ODRs liked to negative outcomes
 Over-representation of ODRs among African
American students and male students
 ODRs result from misbehavior as well as school staff
member’s interpretation of these behaviors
 All results showed females were less likely than males,
Latino less likely than African American, and
elementary more likely than middle school students
 Possible explanation- teacher perceptions
Summary of essential information:
 School staff may hold implicit prejudices that are
outside their conscious awareness
 Disproportionally in ORDrs even in schools
implementing PBIS
 Possible explanation grounded in a dominate ideology
that does not align with the social-cultural nuances of
racially/ethnically diverse children
 Schools can provide classroom management training
focused on bias of stereotypes, emphasize culture
Way in which this source influences the field related to
ODrs affecting race
your inquiry (ex. Math teaching/learning elementary)
Potential relevance to your research topic and study: Behavior referrals
Background-to build researcher understanding of the
topic/presence in the field.
Findings/Conclusions-to support or refute your findings,
Stage of action research where the source will be used: suggesting how your findings are similar to or different than
what is presented in the professional literature
Implications/Action Planning-to support or refute your plans
for future teaching.
Article: Multilevel Exploration of Factors Contributing to the Overrepresentation of Black Students in Office
Disciplinary Referrals
Topic: Behavior Referrals/Ethnicity____
Date Retrieved/Used___1/25/18_
Bradshaw, Catherine P., Mitchell, Mary M., O'Brennan, Lindsey M., & Leaf,
Philip J. (2010). Multilevel Exploration of Factors Contributing to the
Bib. Information (APA
Formatting): Overrepresentation of Black Students in Office Disciplinary Referrals. Journal
of Educational Psychology, 102(2), 508-520.
Catherine Bradshaw, Mary M. Mitchell, Lindsey M. O’Brennan, Philip J. Leaf

Johns Hopkins University
Type of
Scholarly Article-Research
Resource: (Scholarly/Trade/Other)
 Students of color are overrepresented in suspensions and office referrals
 ODRs may be susceptible to contextual factors or potential bias
 Black students are 3-7 times more likely than white students to be
suspended
 Overrepresentation in ODRs reflects potential cultural bias embedded in
school discipline practices
 Cultural values
 Public school teachers rarely endorse culturally valued behaviors in
classroom
Summary of essential o Affect how teachers view student’s academic capabilities
information:  Black children and boys greater odds to receive ODR
 Teacher ethnicity associated with ODRs
o Black teacher 28% increase in giving a major ODR
 Bias against Black students in the use of ODRs
 Cultural, contextual, economic factors could contribute to use of ODRs
across ethnic groups
 Processional development should be provided to increase staff awareness of
the overrepresentation of Black students in ODR data to help identify
factors that contribute to discrepancies.
Way in which this source

influences the field related to your
Equity
inquiry (ex. Math
teaching/learning elementary)
Potential relevance to your
ODRs, Equity, Perception
research topic and study:
Stage of action research where the
Background-to build researcher understanding of the topic/presence in the field.
source will be used:
Findings/Conclusions-to support or refute your findings, suggesting how your
findings are similar to or different than what is presented in the professional
literature
Implications/Action Planning-to support or refute your plans for future teaching.
Article: Multilevel Exploration of Factors Contributing to the Overrepresentation of Black Students in Office
Disciplinary Referrals
Topic: Behavior Referrals/Ethnicity
Vincent, Claudia G., Randall, Carla, Cartledge, Gwendolyn, Tobin, Tary J., &
Swain-Bradway, Jessica. (2011). Toward a Conceptual Integration of Cultural
Formatting): Responsiveness and Schoolwide Positive Behavior Support. Journal of
Positive Behavior Interventions, 13(4), 219-229.
Claudia G. Vincent, Carla Randall, Gwendolyn Cartledge, Tary J. Tobin, Jessica

Swain-Bradway
Type of Journal of Positive Behavior Interventions
Resource: (Scholarly/Trade/Other) Funded by: US Department of Education Grant
 African American students are discipline at a disproportionate rate,
repeatedly,, and more severely
 Latino students have a higher incidence of depression and anxiety
 Recommendations:
o Data-Based decision regarding student needs
o Culturally relevant social skills lesson
o Using culturally relevant language
o Enhancing teacher’s cultural awareness and knowledge
o Frequent positive feedback
o Increasing cultural competence of school leaders to support staff
 A strong sense of racial ethnic identity was related to fewer behavioral
Summary of essential information: problems and greater academic achievement
o Racial-ethnic identity formation affects children’s social and
academic success in school.
 Challenge is to identify a common denominator shared by multiple student
cultures and use it to develop a common school culture able to negotiate
individual differences
 Acknowledging the cultural identity of students instead of being
“colorblind”
 The importance of making race and culture visible
 Students from different cultural background require different sets of social
skills to function within a common school culture
 Awareness that equality is not identical to equity
 Social skills instructions needs to reflect students’ experiences, model
appropriate behaviors within the students’ cultural background, be
delivered in the language specific to the student’s cultural background
 What is “socially rude” varies from culture to culture
 Only 14% of all SWIS users regular access race report
 Proactively encourage staff member’s cultural knowledge and cultural
self-awareness
 Growing evidence show SWPBS implementation might not sufficiently
decrease disproportionate discipline outcomes
 Culturally responsive behavior support practices benefit from routine
involvement of students, parents, and school staff from culturally and
linguistically diverse background.
o Surveys, focus groups,
 Buildings trained in racial identity awareness
 Evidence-based behavior support practices that are relevant to and validate
student’s cultural backgrounds are likely to support all student equitably.
Equity
inquiry (ex. Math teaching/learning
elementary)
Equity, recommendations for schools and staff
Data Collection/Analysis Methodology-to support researcher in making decisions
about data collection or analysis
literature
Article: Girls shouldn’t think pink
and boys mustn’t feel blue
Topic: Gender ____
Brighouse, J. (2017). Girls shouldn't think pink and boys musn't feel
Bib. Information (APA Formatting):
blue. Times Educational Supplement, (5265), 19.
Jo Brihouse
Primary school teacher in Midlands
Trade article intended to inform teachers and educators’ daily practice-TSL
Type of
Education Supplement-Magazine
 Teachers have duty to “smash” gender stereotypes at primary level
 Gender gap could be a problem teachers are making
 There is no difference in the brains of seven-year old boys and girls,
difference in their attitudes and aptitudes come from society
 Can’t control society, but can control our classrooms
 Girls shouldn’t lack self-confidence simply because they are one
Way in which this source influences
the field related to your inquiry (ex. Gender Equality
Math teaching/learning elementary)
Potential relevance to your research
Gives information on gender equality in schools.
topic and study:
Stage of action research where the findings are similar to or different than what is presented in the professional
source will be used: literature
Article: Emergent Inquiry: Using

children’s literature to ask hard
questions about gender bias
Topic: Gender Equity-Behavior
Referrals
Date Retrieved/Used- 4/17/18
Walker, Carol, & Foote, Martha M. (2000). Emergent Inquiry: Using
Bib. Information (APA Formatting): Children's Literature To Ask Hard Questions about Gender Bias. Childhood
Education,76(2), 88-91.
Carol Walker & Martha M. Foote
Professor at Texas A&M University
Type of
Trade-Childhood Education
 Boys demand and receive more of their teachers’ attention in general and
more negative attention in response to poor conduct-p.88
 Most classrooms, gender inequities are rarely noticed-p.88
 Girls are the only group in American society that begins school ahead and
ends school behind-p.89
 Physical surroundings-teacher and curricular materials all affect gender
equity-p.89
Summary of essential information:  Seating arrangements, bulletin boards, posters, photographs in classrooms-
p.89
 Children’s literature has so many heroes of both genders that there is no
longer a need to be concerned about gender bias in children’s literature-
p.90
 Use of emergent inquiry process and children’s literature about gender
bias has proven productive in professional development
 Emergent inquiry strategy provided a subtle reminder of lasting presence
of gender stereotypes
the field related to your inquiry (ex. Equity, Professional development
Gender Equity- Professional development, children’s literature
topic and study:
-Findings/Conclusions-to support or refute your findings, suggesting how your
Stage of action research where the findings are similar to or different than what is presented in the professional
source will be used: literature
-Implications/Action Planning-to support or refute your plans for future teaching.
Article: Promoting gender equity in
schools
Topic: Gender equity
Bauer, K. (2000). Promoting gender equity in schools. Contemporary
Bib. Information (APA Formatting): Education, 71(2), 22.
Author(s) Affiliation: Karlin S. Bauer- Professor at Purdue University

Type of
Trade Article-Contemporary Education
 Some textbooks depict stereotypical behaviors and characteristics of males
and females-p.2
 Teachers typically interact more with male students-p.2
 Boys tend to control conversations in the classroom, ask more questions,
and receive more praise and correction for their mistakes-p.2
 Feeling powerless causes low self-esteem in girls-p.3
 Girls may assume that their voices are not worth hearing, or their athletic
skills are not worth using-p.3
 Educational institutions are the prime target for perpetuation gender
inequality –p.4
 Teachers should find books that reflect diversity and include them into all
lesson plans-p.5
 Schools should encourage open dialogue about the ways in which ascribed
power-p.5
 Teachers should reward children for playing with nontraditional
materials/activities-p.5
 Students should not be pushed into traditional careers or occupations-p.5
 Encourage girls to set goals-leads to better self esttem-p.5
 Teachers need to adopt behaviors that demonstrate their confidence in
their students-p.5
 Girls should be given equal access to classroom computers, books, games,
outdoor equipment-p.5
 Teachers need to present gender-fair curriculum without apology or
reluctance-p.5
the field related to your inquiry (ex. Equity
Gender equality
topic and study:
literature
Implications
Article: Gender equity: is your

school doing enough?
Topic: Gender equity
Griffiths, Greg. (2013). Gender equity : Is your school doing
Formatting): enough? Principal Matters, (95), 36-38,40.
Author(s) Affiliation: Greg Giffiths- Researcher

Type of
Trade- Principal Matters
 Lesser developed nations boys outnumber girls in educational institutions
and are there for longer periods, in more develop nations the situation is
reversed.-p.36
 Boys do not achieve as we might wish, some might suggest it is an issue of
maturity-p.37
 Research shows girls outperform boys-p.37
Summary of essential information:  Possible reasoning is girls on average have distinct maturational and
socialization advantages-p.37
 Males are over-represented in special education classes-p.38
 School discipline is not level-p.38
 Engagement is a key to reducing boys problematic behavior and improving
learning outcomes-p.38

Equity
inquiry (ex. Math
Gender equity
“This article will…”
literature
Article: “But What Can I do?

“Three Necessary Tensions in
Teaching Teachers About Race
Topic: Professional
development/Race
Pollock, M., Deckman, S., Mira, M., & Shalaby, C. (2010). “But What Can I
Do?”: Three Necessary Tensions in Teaching Teachers About Race. Journal
Formatting):
of Teacher Education, 61(3), 211-224.
Mica Pollock, Sherry Deckman, Meredith Mira, Caral Shalaby
-Doctoral students at Harvard- Researchers
Type of Scholarly article that presents a research study-Journal of Teacher Education
 Educators express confusion about how exactly they should prepare to
teach in a divers and unequal nation-p.211
 PD approach enables teacher to talk and think together about the various
kinds of problems they encounter related to cultural diversity and how
they are addressing them,-p.212
 Teacher educators share no unified definitions of what an educator
prepared for diversity actually looks like-p.212
 United on two reasons: students are getting more diverse, while the
educator force is not and students of color are routinely underserved and
disserved by school- making PD very important
Summary of essential  Antiracism inquiry can also help with everyday issues of gender
information: inequality and homophobia-p.212
 Teachers desire not just new ideas, but concrete and practice suggestions
for their work-p.212
 PD by asking educators to examine themselves personally in order to
raise self-awareness of their racial biases, personal histories, privileges,
and identities. –p.221
 PD on issues of race cannot resolve educators tensions on race
 PD to encourage ongoing inquiry into what teachers can do in contexts of
racial inequality-p.221
 PD might best prepare teachers to seek their own ongoing preparation by
grappling with their tensions throughout their careers.-p.221
 Ongoing inquiry can help foster educators ongoing commitment to
inquiry regarding various issues of difference and inequity in education
 The teacher excited about ongoing pursuit of answers on what they can
do to serve students equitable is possibly the teacher best prepared for
diversity of all-p.222
Professional Development- Diversity
inquiry (ex. Math
PD on cultures and race
We will complete this section together during our 2nd class session. Use “This
article will…”
Stage of action research where the Findings/Conclusions-to support or refute your findings, suggesting how your
source will be used: findings are similar to or different than what is presented in the professional
literature
Article: Equality and Diversity in the classroom: a comparison of students’ and teachers’ attitudes in six European
countries
Topic: Equality-Diversity
Fine-Davis, M., & Faas, D. (2014). Equality and Diversity in the Classroom:
Bib. Information (APA A Comparison of Students’ and Teachers’ Attitudes in Six European
Formatting):
Countries. Social Indicators Research, 119(3), 1319-1334.
Author(s) Affiliation: Margret Fine-Davies & Daniel Faas- Professors College Dublin
Type of Scholarly article that presents a research study
 Education should be provided in a non-discriminatory manner and all
children should be treated equal in education p.1321
 Learning and teaching in multicultural classrooms pose a major challenge
to both students and teachers-p.1322
Summary of essential  A lack of resources was seen as a very important factor in managing
information: diversity by teachers-p.1330
 Adapting teaching methods is one way of dealing with diverse groups in
the classroom –p.1331
 Most teachers felt that they could benefit from further training in the area
of equality and diversity-p.1331
Equality in education
inquiry (ex. Math
Equity
literature
Article: Accuracy and Inaccuracy in Teachers’ perceptions of young children’s cognitive abilities: The role of child
background and classroom context
Topic: Teacher perceptions
Ready, Douglas D., & Wright, David L. (2011). Accuracy and Inaccuracy in
Teachers' Perceptions of Young Children's Cognitive Abilities: The Role of
Formatting): Child Background and Classroom Context. American Educational Research
Journal, 48(2), 335-360.
Author(s) Affiliation: Douglas D. Ready & David L. Wright –Professors, Columbia University
 Sociodemographic bias is associated with undesirable consequences in
education-p.336
 Teacher perceptions have powerful implications for children’s
educational experiences and future social and economic opportunities
 Bias can lead to educational inequality- p.336
 Elementary teachers overwhelmingly white, female, middle class-p.337
 Children’s social status often read by teachers as an indicators of
academic ability
 Teachers generally rate Asian children’s skills and behaviors
Summary of essential
favorable.337
information:
 Systematically biased against particular groups of students-p.338
 Fall-teachers perceive that their students are more alike academically than
they actually are-p.344
 Spring-teachers recognize that their students may be socio-
demographically similar, they are different academically-p.346
 Fall-white children 50% more likely to be perceived as having strong
literacy skills compared to blacks
 Teachers generally perceive that girls begin kindergarten with more-
developed literacy skills than male classmates
 Teachers typically overestimate girls’ literacy abilities-p.348
 Teachers tend to underestimate students’ skills in lower achieving and
socioeconomically disadvantaged classrooms-p.351
 Teachers underestimate the literacy skills of black children and boys-
p.351
 Teacher perceptions influence interactions and expectations with
students-p.354
 Teacher bias is the result of sociodemographic disconnects between
teachers and students
 Black teachers are less accurate in gauging the skills of low SES children
than White teachers-p.355
 Important to create socially and academically diverse school context-
p.356
 Teacher perceptions of kindergartener’s academic skills have powerful
implications for children’s educational experiences which leads to their
social and economic opportunities-p.357
Equity in schools
inquiry (ex. Math
Teacher perceptions/equity/implications
literature
Article: Fostering Gender Equity in Schools through Reflective Professional Development: A Critical Analysis of
Teacher Perspectives
Topic: Pd & Equity
Towery, Ila Deshmukh. (2007). Fostering Gender Equity in Schools through
Reflective Professional Development: A Critical Analysis of Teacher
Formatting): Perspectives. Penn GSE Perspectives on Urban Education, 5(1), Penn GSE
Perspectives on Urban Education, 2007, Vol.5(1).
Ila Deshmukh Towery

Doctoral Student at Tufts University
 Research suggest significant gaps in teachers’ awareness of and response
to gender inequities continue to persist, and that teachers are ill-prepared
to think and have discussions about gender, race, and diversity.
 Self-reflection
 Professional development to adult learning
 PD where teachers explore their attitudes and beliefs
 PD program opens up a space for reflection for teachers to draw on their
information:
own lives
 PD aims to foster in teachers a greater awareness of how gender, as well
as other aspects of their own identity impacts their teaching and
understanding of and interactions with students
 Create personal transformation towards issues of equity in their schools

Gender Equity/Professional Development
inquiry (ex. Math
Professional Development
Design-to aid researcher in developing action research question or
Stage of action research where the Findings/Conclusions-to support or refute your findings, suggesting how your
source will be used: findings are similar to or different than what is presented in the professional
literature
Article: Reaching Real Equity in Schools

Topic: Equity/PD
DiMartino, Joseph, & Miles, Sherri. (2005). Reaching Real Equity in
Bib. Information (APA Schools. Education Digest: Essential Readings Condensed for Quick
Formatting):
Review, 70(5), 9-13.
Author(s) Affiliation: Joseph DiMartino and Sherri Miles –Professors

Type of Trade- Principal Leadership 2015
 Educational equity can be achieved through heterogeneous grouping of
students and through differentiating instruction to meet al learners’ needs.
 Tracking
information:
 Heterogeneous grouping –establishes teachers’ fairness
 Differentiated instruction engages all types of learners
 Flexibility
 Differentiating instruction helps promote equity in achievement for all
students

Equity/Professional Development
inquiry (ex. Math
literature
Article: School Climate Survey

Topic: Equity
Reach Every Student-Ontarios. (2009). School climate Survey. Retrieved
Formatting): from http://www.edu.gov.on.ca/eng/teachers/climate.html
Author(s) Affiliation: Reach Every Student-Ontario

Type of Survey
 Examples of survey questions on equity related to teaching and schools
information:
inquiry (ex. Math
Design-to aid researcher in developing action research question or intervention
literature
Article: Professional Development and Equity Needs Survey for Teachers
Topic: Equity
Terrell County Schools (2014). Professional Development and Equity
Bib. Information (APA Needs Survey for Teachers 2014. Retrieved from
Formatting):
https:www.surveymonkey.com/r/profdevteachers2013
Author(s) Affiliation: Terrell County Schools

Type of Survey
 Examples of survey questions on equity related to teaching and schools
information:
inquiry (ex. Math
Design-to aid researcher in developing action research question or intervention
literature
Article: Social and Emotional Learning and Equity in School Discipline

Topic: Behavior referrals
Gregory, Anne, & Fergus, Edward. (2017). Social and Emotional Learning
Formatting): and Equity in School Discipline. Future of Children, 27(1), 117-136.
Author(s) Affiliation: Anne Gregory and Edward Fergus-Professors

Type of
Trade-Future of Children
 Suspending students from school for misconduct can harm their academic
Summary of essential progress
information:  Black male students are more likely to receive suspensions
 Black youth are three times more likely than white to be suspended
 Bias-based beliefs and inappropriate processes and procedures in school’s
structure contribute to racial inequality
 Fostering students’ social and behavioral competencies will help them
follow school rules
 Multi-tiered system of support
 Positive school climate and fair and equitable discipline are integral to
school-wide SEL.
 To advance equity, educators can examine their own conscious and
unconscious beliefs
 Educators need to strengthen their relationship skills and develop trust
among students from diverse groups
 SWPBIS

Behavior referrals/Equity
inquiry (ex. Math
Behavior referrals/Equity/PD
literature
Article: Examining Disproportionality in School Discipline for Aborigninal Students in Schools Implementing PBIS
Topic: Behavior Referrals/Ethnicity
Date Retrieved/Used
Greflund, K., McIntosh, S., Mercer, S., & May, S. (2014). Examining
Disproportionality in School Discipline for Aboriginal Students in Schools
Formatting): Implementing PBIS. Canadian Journal of School Psychology, 29(3), 213-
235.
Author(s) Affiliation: Sarah Greflund, Kent McIntosh, Sterett H. Mercer, Seth L. May
Type of
Scholarly article that presents a research study
 Students with Aboriginal status also experience significant disparities in
academic achievement compared with students without Aboriginal status
 Aboriginal status are overrepresented in special education-p.215
information:
 4x more likely to receive a diagnosis of a severe behavior disorder than
students without Aboriginal status-p.215
 View schools as an unwelcoming place that continues to perpetuate
institutional racism-p.215
 Research indicates that poverty has a negative influence on student
outcomes-referrals and suspensions-p.216
 Regular receipt of ODRs by students results in limited access to
instruction and preventive behavior interventions
 Evidence that cultural bias plays a role in issuing ODRs and suspensions-
p.216
 PBIS has been viewed as a potentially effective approach for reducing
racial and ethnical disparities in school discipline. P.217
 US extensive evidence that students of color are more likely to receive
ODRs and harsher consequences
 PBIS can help create culturally responsive and equitable approaches to
school discipline within a PBIS framework
PBIS
inquiry (ex. Math
Behavior referrals and ethnicity
List all stages of the action research process where this source will be used and
briefly describe how it has informed your work.
literature

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Article: Individual- and school level Predictors of Student Office Disciplinary Referrals _

Topic: Behavior Referrals/Ethnicity____

Andrwe Martinez, Susan D. McMahon, Stan Treger-

Catherine Bradshaw, Mary M. Mitchell, Lindsey M. O’Brennan, Philip J. Leaf

Way in which this source

Claudia G. Vincent, Carla Randall, Gwendolyn Cartledge, Tary J. Tobin, Jessica

Article: Emergent Inquiry: Using

Author(s) Affiliation: Karlin S. Bauer- Professor at Purdue University

Article: Gender equity: is your

Author(s) Affiliation: Greg Giffiths- Researcher

Article: “But What Can I do?

Ila Deshmukh Towery

Article: Reaching Real Equity in Schools

Author(s) Affiliation: Joseph DiMartino and Sherri Miles –Professors

Article: School Climate Survey

Author(s) Affiliation: Reach Every Student-Ontario

Author(s) Affiliation: Terrell County Schools

Article: Social and Emotional Learning and Equity in School Discipline

Author(s) Affiliation: Anne Gregory and Edward Fergus-Professors

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