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035 a| (Sirsi) o1523697731;

035 a| (OCoLC)1523697731;

049 a| EREE;

090 a| LB1776.5;

100 1 a| Lavallee, Susan C.,e| author.?| UNAUTHORIZED;

245 10 a| Professional learning with teachers to reimagine knowledge skills and dispositions to enhance classroom discipline practices and foster stronger relationships /c| by Susan C. Lavallee.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2025.;

300 a| 1 online resource (197 pages) :b| illustrations (chiefly color);

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| application/pdfc| 2.68 MB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ed.D.c| East Carolina Universityd| 2025.;

500 a| Presented to the Faculty of the Department of Educational Leadership.;

500 a| Advisor: Lawrence J. Hodgkins;

500 a| Title from PDF t.p. (viewed June 1, 2026).;

520 3 a| This inquiry involved seven professional learning sessions with four middle school teachers focused on exploring and understanding their biases and the impact these biases have on classroom management practices. Participants examined and acknowledged the disproportionality in discipline data and explored how Implicit Biases, Culturally Responsive Teaching, and Restorative Practices contribute to equitable discipline strategies. Two key findings emerged from coding participants' written responses and conversations during the sessions: the significance of data ownership and the mindset shifts necessary to become effective change agents. By taking ownership of their discipline data, participants experienced mindset shifts, leading to adopting restorative practices. They reported improved student relationships and overall engagement due to these changes in mindset and practice. Effective leadership requires a dynamic skill set. A leader must understand the environment (structure, goals, mission, etc.), the people involved, and themselves. Trusting the process proved challenging, as it required letting go of control. Completing this study shifted my perspective on what constitutes meaningful and engaging professional learning.;

504 a| Includes bibliographical references.;

650 0 a| Middle school teachersx| Attitudes.=| ^A685105;

650 0 a| School discipline.=| ^A3970;

650 0 a| Classroom management.=| ^A7388;

650 0 a| Culturally relevant pedagogy.=| ^A1260771;

650 0 a| Discrimination in education.=| ^A8703;

650 0 a| Educational leadership.=| ^A306279;

700 1 a| Hodgkins, Lawrence,e| degree supervisor.?| UNAUTHORIZED;

710 2 a| East Carolina University.b| Department of Educational Leadership.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/14058;

949 o| wjh;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 6584054;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6584054-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 6/16/2025x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6584054-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 6/16/2025x| ETDz| HERESOURCE;

Professional learning with teachers to reimagine knowledge skills and dispositions to enhance classroom discipline practices and foster stronger relationships / by Susan C. Lavallee.

Author/creator	Lavallee, Susan C. author.
Other author	Hodgkins, Lawrence, degree supervisor.
Other author	East Carolina University. Department of Educational Leadership.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2025.
Description	1 online resource (197 pages) : illustrations (chiefly color)
Supplemental Content	Access via ScholarShip
Subjects	Middle school teachers--Attitudes. School discipline. Classroom management. Culturally relevant pedagogy. Discrimination in education. Educational leadership.

Summary	This inquiry involved seven professional learning sessions with four middle school teachers focused on exploring and understanding their biases and the impact these biases have on classroom management practices. Participants examined and acknowledged the disproportionality in discipline data and explored how Implicit Biases, Culturally Responsive Teaching, and Restorative Practices contribute to equitable discipline strategies. Two key findings emerged from coding participants' written responses and conversations during the sessions: the significance of data ownership and the mindset shifts necessary to become effective change agents. By taking ownership of their discipline data, participants experienced mindset shifts, leading to adopting restorative practices. They reported improved student relationships and overall engagement due to these changes in mindset and practice. Effective leadership requires a dynamic skill set. A leader must understand the environment (structure, goals, mission, etc.), the people involved, and themselves. Trusting the process proved challenging, as it required letting go of control. Completing this study shifted my perspective on what constitutes meaningful and engaging professional learning.
General note	Presented to the Faculty of the Department of Educational Leadership.
General note	Advisor: Lawrence J. Hodgkins
General note	Title from PDF t.p. (viewed June 1, 2026).
Dissertation note	Ed.D. East Carolina University 2025.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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Professional learning with teachers to reimagine knowledge skills and dispositions to enhance classroom discipline practices and foster stronger relationships / by Susan C. Lavallee.

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