{'fraction_non_alphanumeric': 0.015525114155251141, 'fraction_numerical': 0.0, 'mean_word_length': 5.523809523809524, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
The Impact of Student Teaching on Discipline Referrals in an Urban Texas School District.

Teachers are entering the classroom with varying levels of training as various certification routes and programs responsible for training prospective teachers in the areas of curriculum, assessment, theory, pedagogy, and classroom management differ in their requirements or lack thereof. This study attempted to determine if there is a relationship between student teaching and the number of discipline referrals written by teachers. Additionally, teachers’ level of education and years of teaching experience, age, race, and gender were also factored in to determine if a correlation existed between these factors and the number of discipline referrals written by teachers. The population for this study was the middle and high school teachers in one rural south central Texas school district. Data were collected from the school district’s personnel database as well as from the campus level administrators. Hierarchical regressions were used to test null hypotheses and recommendations were suggested.