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Phone: (843) 766-6635
Wando Mount Pleasant Library
Closed
Phone: (843) 805-6888
Village Library
Closed
Phone: (843) 884-9741
St. Paul's/Hollywood Library
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Phone: (843) 889-3300
Otranto Road Library
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Phone: (843) 572-4094
Mt. Pleasant Library
Closed
Phone: (843) 849-6161
McClellanville Library
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Phone: (843) 887-3699
Keith Summey North Charleston Library
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Phone: (843) 744-2489
John's Island Library
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Phone: (843) 559-1945
Hurd/St. Andrews Library
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Phone: (843) 766-2546
Folly Beach Library
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Phone: (843) 588-2001
Dorchester Road Library
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Phone: (843) 552-6466
John L. Dart Library
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Phone: (843) 722-7550
Baxter-Patrick James Island
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Phone: (843) 795-6679
Main Library
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Bees Ferry West Ashley Library
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Phone: (843) 805-6892
Miss Jane's Building (Edisto Library Temporary Location)
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Phone: (843) 869-2355
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Phone: (843) 883-3914
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Discipline Reform through the Eyes of Teachers
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- Author(s): Griffith, David; Tyner, Adam; Thomas B. Fordham Institute; Thomas B. Fordham Foundation
- Language:
English- Source:
Thomas B. Fordham Institute. 2019.- Publication Date:
2019- Document Type:
Reports - Research - Language:
- Additional Information
- Availability: Thomas B. Fordham Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: [email protected]; Web site: https://fordhaminstitute.org/
- Peer Reviewed: N
- Source: 80
- Sponsoring Agency: Achelis and Bodman Foundations
Sarah Scaife Foundation - Education Level: Elementary Secondary Education
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Grade 12 - Subject Terms:
- Abstract: The public debate over discipline policy remains depressingly polarized and simplistic. Advocates of reform argue that suspensions and other forms of exclusionary discipline are associated with negative outcomes, including higher rates of criminal justice involvement--and that they are implemented unfairly. In contrast, skeptics argue that we must consider the interests of all students, not just those who misbehave, that schools depend on suspensions and the like to maintain order, and that the proposed alternatives are unproven and unrealistic. Because school discipline is so difficult to study, most of the research associated with the topic cannot be considered causal. Consequently, both advocates and critics of reform have often resorted to impassioned rhetoric. What they haven't done often enough since the discipline debate began is solicit input from the individuals with the most firsthand experience with discipline problems and the proposed solutions--namely, our teachers. Accordingly, this study asks a nationally representative sample of African American and white teachers in grade 3-12 classrooms what they think about school discipline. [Foreword and executive summary by Amber M. Northern and Michael J. Petrilli.]
- Abstract: ERIC
- Publication Date: 2019
- Accession Number: ED597759
- Availability:
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