The Relationship Between Teacher Collaboration Exclusionary Discipline Use in New York City High Schools

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Abstract

The purpose of this study is to explore the relationship between teachers’ perception of collaboration in their schools and discipline outcomes for students, within public high schools in New York City. We utilize the theory of functional communities as it has been used to describe a network of information sharing maintained by parents, neighbors, acquaintances, and children to support the enforcement of community norms in schools (Coleman, 1987). We expand the theory to encompass the community of teachers, school staff, school leaders, and students within schools. Through our analysis of teacher survey and school demographic data, we hope to elucidate one of the underlying mechanisms linking teachers’ work and student discipline outcomes in order to help promote effective school practices.

Authors

• Briana Bostic, Johns Hopkins University

• Ashley Anne Grant, Johns Hopkins University