Works Cited

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  • Perry, B. L., & Morris, E. W. (2014). Suspending progress: Collateral consequences of exclusionary punishment in public schools. American Sociological Review, 79(6), 1067. Retrieved from https://login.ezproxy.bowdoin.edu/login?url=https://search.proquest.com/docview/1637997393?accountid=9681
  • Nealy-Oparah, S., & Scruggs-Hussein, T. (2018). Trauma-informed leadership in schools: From the inside-out. Leadership, 47(3), 12-16. Retrieved from https://login.ezproxy.bowdoin.edu/login?url=https://search.proquest.com/docview/2001314109?accountid=9681
  • Trauma-informed schools: What are they? (2017). Curriculum Review, 57(4), 10. Retrieved from https://login.ezproxy.bowdoin.edu/login?url=https://search.proquest.com/docview/1968393997?accountid=9681
  • Alinsky, S. (1971). Rules for Radicals: A Practical Primer for Realistic Radicals. (pp. 3-23, 63-    80). New York: Vintage Books, A Division of Random House, Inc.
  • Dewey, J. (1985). The Collected Works of John Dewey, 1882-1953. Electronic  Edition. (Vol. 22)(J. A. Boydston & L. Hickman, Eds.). Retrieved from http://pm.nlx.com/xtf/view?docId=dewey_ii/dewey_ii.22.xml;chunk.id=div.lw.2.36;toc.depth=1;toc.id=div.lw.2.36;brand=default;query=public%20and%20its%20problems#public%20and%20its%20problems
  • Payne, C. (1989). Ella Baker and Models of Social Change. Signs, 14(4), 885-899. Retrieved from http://www.jstor.or/stable/3174689