Volume 3 - Issue 1 - DBU Journal for K-12 Educational Research - Page 23

Journal of K-12 Educational Research 21 summer or prior to the beginning of the school year given that it involves teachers’ knowledge of their own perceptions, not their future students. Commitment to building caring classroom communities along with building knowledge of students’ cultural backgrounds would best take place after the first month of school once teachers are in the classroom and have a greater knowledge of their students. The basis of this portion of the professional development is to generate ideas and ways teachers can create an inviting environment for the multitude of students who may walk through their doors on the first day. As teachers become knowledgeable of students’ backgrounds, it will give them a “sense of views about behavior, rules of decorum and etiquette, communication and learning styles” (Hernandez Sheets & Gay, 1996; Metropolitan Center for Urban Education, 2008, p. 3). References Eber, L., Upreti, G., & Rose, J. (2010). Addressing ethnic disproportionality in school discipline through Positive Behavior Interventions and Supports (PBIS). Building Leadership , 17(8) , 1–11. Greflund, S., McIntosh, K., Mercer, S., & May, S. (2013). Examining disproportionality in school discipline practices for Native American students in Canadian schools implementing PBIS. Closing the School Discipline Gap: Research to Practice conference, Washington, DC. Retrieved from http://youthjusticenc.org/download/education-justice/ disparities/Examining%20Disproportionality%20in%20 School%20Discipline%20Practices%20for%20Native%20 American%20Students%20in%20Canadian%20Schools%20 Implementing%20PBIS.pdf Haberman, M. (1991). Can cultural awareness be taught in teacher education programs? Teaching Education, 4(1) , 25–32. https://doi.org/10.1080/1047621910040104. Hernandez Sheets, R., & Gay, G. (1996). Student perceptions of disciplinary conflict in ethnically diverse classrooms. NASSP Bulletin, 80 (580), 84–94. https://doi. org/10.1177/019263659608058011. Johns, K. M., & Espinoza, C. (1996). Management strategies for culturally diverse classrooms . Bloominton, IN: Phi Delta Kappa Educational Foundation. Lewis, C. W., Butler, B. R., Bonner, F. A., & Joubert, M. (2010). African American male discipline patterns and school district responses resulting impact on academic achievement: Implications for urban educators and policy makers. Journal of African American Males in Education, 1 (1). Retrieved from https://works.bepress.com/fred_bonner/8/download/ Metropolitan Center for Urban Education. (2008). Culturally responsive classroom management strategies . New York, NY: New York University. Pas, E. T., Larson, K. E., Reinke, W. M., Herman, K. C., & Bradshaw, C. P. (2016). Implementation and acceptability of an adapted classroom check-up coaching model to promote culturally responsive classroom management. Education & Treatment of Children, 39 (4), 467–491. Rothstein-Fisch, C., & Trumbull, E. (2008). Managing diverse classrooms: How to build on students cultural strengths . Alexandria, VA: Association for Supervision and Curriculum Development. Safran, S. P., & Oswald, K. (2003). Positive behavior supports: Can schools reshape disciplinary practices? Exceptional Children, 69 (3), 361–373. Skiba, R. J., Shure, L., & Williams, N. (2011, September 15). What do we know about racial and ethnic disproportionality in school suspension and expulsion. Briefing Paper developed for the Atlantic Philanthropies’ Race and Gender Research-to- Practice Collaborative. Retrieved from http:// www.indiana.edu/ ˜ atlantic/wp-content/uploads/2011/12/ CollaborativeBriefingPaper.pdf U.S. Department of Education Office for Civil Rights. (2014). Civil rights data collection data snapshot: School discipline. Retrieved from http://ra.nea.org/wp-content/ uploads/2016/05/NEA_Policy_Statement_on_Discipline_ and_the_School Weinstein, C. S., Tomlinson-Clarke, S., & Curran, M. (2004). Toward a conception of culturally responsive classroom management. Journal of Teacher Education, 55 (1), 25–38. https://doi.org/10.1177/0022487103259812 Wooten, S. W. (2015, December). The impact of the PBIS framework: A strategy used to address disproportionality in middle schools. Wingate, NC: Wingate University.