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Cited by 68Education Discipline and InequalityBehavioral and Psychological StudiesLegal Issues in Education

The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.

School-wide Positive and Restorative Discipline (SWPRD): Integrating School-wide Positive Behavior Interventions and Supports and Restorative Discipline

Vincent, Claudia G., Inglish, John, Girvan, Erik J., Sprague, Jeffrey R., McCabe, Timothy M.·2016·Inequality in School Discipline
DOI 10.1057/978-1-137-51257-4_7
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Abstract

Vincent et al. introduce School-wide Positive and Restorative Discipline (SWPRD), an intervention system blending school-wide positive behavior interventions and supports with restorative practices to promote positive classroom relationships. They hypothesize that positive classroom relationships function as a conduit for greater disciplinary equity for students from vulnerable groups defined by race/ethnicity and sexual orientation. Results from a pilot test in one high school show that after the introduction of SWPRD, teachers reported greater use of restorative practices in their classrooms, there was a reduction of the impact of race/ethnicity and sexual orientation on student perceptions of fairness and bullying and harassment, and there was a reduction in both numbers of office discipline referrals and racial disparities. The authors conclude by highlighting the importance of creating positive classroom environments to reduce disciplinary disparities.

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Crossref · 10.1057/978-1-137-51257-4_7

Cites

3 of 3 references verified0 citation errors · 0 not checkable

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  • Vincent et al.'s (2016) non-experimental study of one high school adopting the integrated approach found substantial reductions in office disciplinary referrals and racial disparities; however, student perceptions of disciplinary fairness dropped.

    “Vincent et al.'s (2016) non-experimental study of one high school adopting the integrated approach found substantial reductions in office disciplinary referrals and racial disparities; however, student perceptions of disciplinary fairness dropped.”

    From Restorative Practices: Using local evidence on costs and student outcomes to inform school district decisions about behavioral interventions (2022) · cites this paper as Vincent et al., 2016

Citations

Cites

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Research works printed but not linked: 29

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Metadata

Authors
Vincent, C. G., Inglish, J., Girvan, E. J., Sprague, J. R., & McCabe, T. M.
Affiliations
University of Oregon (US)
ORCID
Venue
Inequality in School Discipline
Publisher
Palgrave Macmillan US
Published
2016
Pages
115-134
DOI
10.1057/978-1-137-51257-4_7
OpenAlex
W2512877089
Cited by
68
References
3
Citations by year
2026: 1 · 2025: 1 · 2024: 2 · 2023: 6 · 2022: 4 · 2021: 2 · 2020: 42 · 2019: 3 · 2018: 6 · 2017: 1
FWCI
16.16
Type
book chapter
Language
en
Open access
closed
Licence
www.springer.com/tdm (unspecified)
Locations
Palgrave Macmillan US eBooks (publishedVersion)
Topics
  • Social Sciences › Education › Education Discipline and Inequality
  • Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
  • Social Sciences › Law › Legal Issues in Education
Keywords
school-wide positive behavior interventions and supports, restorative practices, restorative discipline, racial disparities, sexual orientation, bullying and harassment, office discipline referrals, high school students, intervention integration

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