How Teachers Use Power in the Classroom to Avoid or Support Exclusionary School Discipline Practices Article

Pane, Debra Mayes, Rocco, Tonette S, Miller, Lynne D et al. (2014). How Teachers Use Power in the Classroom to Avoid or Support Exclusionary School Discipline Practices . URBAN EDUCATION, 49(3), 297-328. 10.1177/0042085913478620

cited authors

  • Pane, Debra Mayes; Rocco, Tonette S; Miller, Lynne D; Salmon, Angela K

sustainable development goals

authors

publication date

  • April 1, 2014

webpage

published in

keywords

  • AFRICAN-AMERICAN
  • African American
  • CULTURE
  • DISCOURSE ANALYSIS
  • Education & Educational Research
  • LITERACY
  • Latino
  • RACE
  • Social Sciences
  • Urban Studies
  • classroom discipline
  • culture
  • expulsion
  • identity
  • power
  • suspension
  • urban education

Digital Object Identifier (DOI)

publisher

  • SAGE PUBLICATIONS INC

start page

  • 297

end page

  • 328

volume

  • 49

issue

  • 3