Journal articles: 'Discipline in school'

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Gastic, Billie. "Disproportionality in School Discipline in Massachusetts." Education and Urban Society 49, no. 2 (July 27, 2016): 163–79. http://dx.doi.org/10.1177/0013124516630594.

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The racial discipline gap—the finding that Black and Latino students are more likely to be disciplined at school than White students, and often more harshly—has implications for students’ academic success. This study concluded that differences in students’ behavior do not fully explain the disproportionate likelihood that Black students are disciplined for fighting at school. Black students were found to be significantly more likely than White students to be cited for physical fights in schools.

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Jarvis, Shoshana N., and Jason A. Okonofua. "School Deferred: When Bias Affects School Leaders." Social Psychological and Personality Science 11, no. 4 (October 10, 2019): 492–98. http://dx.doi.org/10.1177/1948550619875150.

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In the classroom, Black students are disciplined more frequently and more severely for the same misbehaviors as White students. Though teachers have influence over disciplinary actions, the final decisions for exclusionary discipline (i.e., suspensions and expulsions) are principals’ responsibility. We test how principals make disciplinary decisions in a preregistered experiment. Principals endorsed more severe discipline for Black students compared with White students across two time points. Further, this discipline severity was explained through Black students being more likely to be labeled a troublemaker than White students. Future efforts should focus on principals in order to mitigate the negative impacts of the school-to-prison pipeline.

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Baumann, Chris, and Hana Krskova. "School discipline, school uniforms and academic performance." International Journal of Educational Management 30, no. 6 (August 8, 2016): 1003–29. http://dx.doi.org/10.1108/ijem-09-2015-0118.

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Purpose – The purpose of this paper is to examine the role of school discipline in achieving academic performance. The study aims to clarify the role of permissive vis-à-vis authoritative teaching styles with an overarching hypothesis that better discipline leads to better academic performance. The authors also probe whether uniformed students have better discipline. Design/methodology/approach – The authors analyse Organisation for Economic Co-operation and Development’s Programme for International Student Assessment data on school discipline dimensions: students listening well, noise levels, teacher waiting time, students working well, class start time. Analysis of variance (ANOVA) with post hoc analysis on five geographic groups established by Baumann and Winzar (2016) was applied to test for geographic differences (Europe, Americas, Far East Asia, Rest of Asia, Anglo-Saxon cluster) in school discipline. ANOVA was further used to test for school discipline and academic performance. Third, t-tests on five discipline dimensions were run to test for differences between students who wear uniforms and those who do not. Findings – The results demonstrate differences in school discipline across five geographic clusters, with East Asia leading the way. The authors demonstrate significant differences in discipline for low, medium and high performing students. Peak-performing students have the highest level of discipline. Students wearing a uniform listen better with lower teacher waiting times. Originality/value – Students peak perform when teachers create a disciplined atmosphere where students listen to teachers, where noise levels in the classroom are low and they do not have to wait to start class and teach. Good discipline allows students to work well and this ultimately leads to better academic performance. Uniforms contribute to better discipline in everyday school operations. The findings support that in general, implementing school uniforms at schools might enhance discipline and allow for better learning. The authors recommend keeping uniforms where they are already used and to consider introducing uniforms where they are not yet common.

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Johnson, Odis, Jason Jabbari, Maya Williams, and Olivia Marcucci. "Disparate Impacts: Balancing the Need for Safe Schools With Racial Equity in Discipline." Policy Insights from the Behavioral and Brain Sciences 6, no. 2 (October 2019): 162–69. http://dx.doi.org/10.1177/2372732219864707.

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Policy responses to gun violence within K-12 school systems have not stopped the increasing frequency of their occurrence, but have instead increased racial and ethnic disparities in multiple forms of discipline. The crisis prevention policies that follow school shootings tend to exacerbate racial and ethnic discipline disparities (a) within schools as practitioners enact policies with discretion and bias, (b) between schools where policy is complicated by racial segregation, and (c) indirectly where academic consequences accrue to those who are not disciplined but attend schools with elevated school rates of discipline. Among the most promising policy alternatives to punitive disciplinary policy is restorative justice.

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Sadık, Fatma, and Halil İbrahim Öztürk. "Discipline at the school: Examination of school administrators' views about discipline and disciplinary problems." Pegem Eğitim ve Öğretim Dergisi 8, no. 4 (June 13, 2018): 729–70. http://dx.doi.org/10.14527/pegegog.2018.029.

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This research is a phenomenology study which is one of the qualitative studies that examines the views of school administrators about discipline and disciplinary problems. 18 high school administrators participated to the research in Kozan district. Data collected by interview were analyzed by content analysis method. As a result of the study, school administrators defined the discipline as responsibility, system and order. A disciplined school must have the following features: everyone fulfills their duties, students should be academically successful, the educational materials are complete, and schools are clean and orderly. School administrators listed common disciplinary problems as: unfulfilled academic responsibilities at high school, the use of harmful substances, disobeying the dress code and violence. Administrators have associated discipline problems with student characteristics and the attitudes of their families. As a result of the research, it is seen that the school administrators prompt guidance service, classroom teacher and family cooperation in the process of managing the disciplinary problems, and they also take care to make interview and guidance work with the students. School administrators' expectations are that the parents should support the school's decisions and that the discipline regulation in the education system should be updated in accordance with the social conditions.

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Kitchens, Karin, and NaLette Brodnax. "Race, School Discipline, and Magnet Schools." AERA Open 7 (January 2021): 233285842110338. http://dx.doi.org/10.1177/23328584211033878.

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School environment plays an important role in student outcomes. Increasingly, research has also highlighted the role school environment plays in the White–Black suspension gap. We test whether magnet schools reduce the White–Black suspension gap using data from Tulsa Public Schools. Using student-level and incident-level data from Tulsa, Oklahoma, we explore whether Black students receive exclusionary discipline at lower rates in magnet schools than in traditional schools compared with White students. Using matching techniques to minimize selection bias, we find that magnet schools in Tulsa are associated with a reduction in the racial suspension gap. In magnet schools in Tulsa, we do not find a racial gap in severity of incident or days assigned.

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Perry, Brea L., and Edward W. Morris. "Suspending Progress." American Sociological Review 79, no. 6 (November 5, 2014): 1067–87. http://dx.doi.org/10.1177/0003122414556308.

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An influential literature in criminology has identified indirect “collateral consequences” of mass imprisonment. We extend this criminological perspective to the context of the U.S. education system, conceptualizing exclusionary discipline practices (i.e., out-of-school suspension) as a manifestation of intensified social control in schools. Similar to patterns of family and community decline associated with mass incarceration, we theorize that exclusionary discipline policies have indirect adverse effects on non-suspended students in punitive schools. Using a large hierarchical and longitudinal dataset consisting of student and school records, we examine the effect of suspension on reading and math achievement. Our findings suggest that higher levels of exclusionary discipline within schools over time generate collateral damage, negatively affecting the academic achievement of non-suspended students in punitive contexts. This effect is strongest in schools with high levels of exclusionary discipline and schools with low levels of violence, although the adverse effect of exclusionary discipline is evident in even the most disorganized and hostile school environments. Our results level a strong argument against excessively punitive school policies and suggest the need for alternative means of establishing a disciplined environment through social integration.

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Cretser, Gary A. "Judging School Discipline." Contemporary Sociology: A Journal of Reviews 33, no. 6 (November 2004): 724–26. http://dx.doi.org/10.1177/009430610403300659.

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Rich, John Martin, and Charles C. Thomas. "Innovative School Discipline." NASSP Bulletin 70, no. 490 (May 1986): 127–28. http://dx.doi.org/10.1177/019263658607049036.

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Menacker, Julius C., Emanuel Hurwitz, and Ward Weldon. "Legislating School Discipline." Urban Education 23, no. 1 (April 1988): 12–23. http://dx.doi.org/10.1177/0042085988023001002.

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Obadire, Olufunmilayo Tenidade, and Dzivhonele Albert Sinthumule. "Learner discipline in the post-corporal punishment era: What an experience!" South African Journal of Education 41, no. 2 (May 31, 2021): 1–8. http://dx.doi.org/10.15700/saje.v41n2a1862.

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Learner discipline is one of the bases of effective teaching and learning. If learners are not well disciplined, schools will not provide the best possible education. Therefore, it is important that good disciplinary measures and procedures be put in place in any school. In this article we investigate how learners in schools are currently being disciplined without violating their human rights. The nature and the causes of learners’ disciplinary problems are fundamental. A qualitative data-collection approach was employed in this research. Purposive non-probability sampling was used to select the participants for the study. Experienced educators from school disciplinary committees, Representative Councils of Learners (RCLs) and the school principals of 4 schools were interviewed. We found that the common causes of learners’ disciplinary problems varied from school to school. Furthermore, effective school management was found to be at the heart of learner discipline and the general academic performance of the school. We recommend that parents as first teachers should instill values and morals for their children to distinguish right from wrong.

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Bánovčanová, Zuzana, and Dana Masaryková. "The docile body – Reflecting the school." Journal of Pedagogy 5, no. 2 (December 1, 2014): 251–64. http://dx.doi.org/10.2478/jped-2014-0012.

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Abstract The paper deals with corporeality in the school environment from a historical perspective. The body has tended to appear and disappear in the discourse and scientific disciplines and has permeated education. This permeation can be viewed traditionally within Merleau-Ponty’s phenomenological theory of the “lived body” but also in school discipline. Discipline is typically used to organise the school and is unquestionably associated with the body and corporeality. In this article, we therefore rely on Foucault’s theories. Docile bodies are typically found in schools and classrooms and are shaped by the institution so that they are easy to manage and control. In part, we demonstrate this using handwriting in schools as an example.

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Morris, Edward W. "“Tuck in that Shirt!” Race, Class, Gender, and Discipline in an Urban School." Sociological Perspectives 48, no. 1 (March 2005): 25–48. http://dx.doi.org/10.1525/sop.2005.48.1.25.

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This article explores how schools reproduce race, class, and gender inequality through the regulation of students' bodies. Using ethnographic data from an urban school, I examine how assumptions guiding bodily discipline differed for different groups of students. First, adults at the school tended to view the behaviors of African American girls as not “ladylike” and attempted to discipline them into dress and manners considered more gender appropriate. Second, school officials tended to view the behaviors of Latino boys as especially threatening, and members of this group often received strict, punitive discipline. Third, school officials tended to view the behaviors of white and Asian American students as nonthreatening and gender appropriate and disciplined these students less strictly. To conclude, I discuss the importance of viewing race, class, and gender in schools simultaneously and the problems associated with disciplinary reform in education.

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Putnam, Robert F., Marcie W. Handler, and James K. Luiselli. "Positive Schools: An Approach to School Discipline." Psychiatric Services 54, no. 7 (July 2003): 1039. http://dx.doi.org/10.1176/appi.ps.54.7.1039.

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Nguyen, Bach Mai Dolly, Pedro Noguera, Nathan Adkins, and Robert T. Teranishi. "Ethnic Discipline Gap: Unseen Dimensions of Racial Disproportionality in School Discipline." American Educational Research Journal 56, no. 5 (March 6, 2019): 1973–2003. http://dx.doi.org/10.3102/0002831219833919.

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Research on the school discipline gap reveals growing awareness of the disproportionate impact on students of color; however, dynamics of the racial discipline gap remain underanalyzed. This article uses risk ratios to descriptively establish if ethnic disproportionality in school discipline is present among Asian American and Pacific Islander (AAPI) subgroups. We find that when AAPI data are disaggregated, significant variations in discipline patterns emerge. Pacific Islanders are nearly twice as likely as their White peers to be disciplined when separated from Asian Americans, and all Pacific Islander subgroups are at equal or higher risk for discipline. We also find a discipline gap between ethnic subgroups. Our findings affirm the need to further refine the analyses of race and school discipline.

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Van Wyk, C., and A. M. Pelser. "Leaderships Role In Effective Implementation Of School Discipline Policies." International Business & Economics Research Journal (IBER) 13, no. 4 (June 30, 2014): 833. http://dx.doi.org/10.19030/iber.v13i4.8691.

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Discipline is an important aspect of the life of any school. Learning and teaching can only take place effectively in a disciplined environment. In South Africa, discipline policies might not have been effectively implemented due to inadequate sources, lack of commitment and training of school leaders. A qualitative research design was utilized for the investigation on which this article is based. The research consisted of two phases. First, group interviews were conducted with 27 B Ed Honours students; thereafter, individual interviews were conducted with a total of six students selected by purposive sampling. The results seem to suggest that the broader school community should be taken on board to ensure effective discipline policy implementation. The correct legal sources should furthermore be employed in the process of developing school policies. School leaders need thorough training for the development and implementation of discipline policies. Several measures are suggested for the effective introduction of disciplinary policies, among others, that school leadership should play a (more) active role; specifically the principals of schools should be willing to share their knowledge on the implementation of school disciplinary policies with other members of the school leadership.

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Roch, Christine H., and Jason Edwards. "Representative Bureaucracy and School Discipline." American Review of Public Administration 47, no. 1 (July 28, 2016): 58–78. http://dx.doi.org/10.1177/0275074015589126.

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This article examines whether the racial context within local communities influences the assignment of disciplinary policies in public schools. First, we consider whether different policies may be assigned to similar target groups across varying racial contexts. Then, we consider whether the racial context moderates the transition from passive representation to active representation among bureaucrats. We draw from two theories of intergroup relations—group contact theory and group threat theory—to help explain the passive-to-active representation link. Using a sample of Georgia public schools, we find that schools rely more on more punitive disciplinary measures in school districts characterized by greater segregation and that this occurs especially among schools with sizable African American student populations. We also find that active representation appears to occur more often in segregated environments, perhaps because of the greater salience of race within these communities.

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Kupchik, Aaron, and Nicholas Ellis. "School Discipline and Security." Youth & Society 39, no. 4 (August 9, 2007): 549–74. http://dx.doi.org/10.1177/0044118x07301956.

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McDaimiel, Thomas R. "School Discipline in Perspective." Clearing House: A Journal of Educational Strategies, Issues and Ideas 59, no. 8 (April 1986): 369–70. http://dx.doi.org/10.1080/00098655.1986.9955693.

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Gelfman, Mary H. B. "Does the School Nurse Have a Role to Play in School Discipline?" Journal of School Nursing 18, no. 1 (February 2002): 48–53. http://dx.doi.org/10.1177/10598405020180010901.

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Student discipline has become a subject of increasing concern at local, state, and national levels. This article is a discussion of current federal, state, and local school district legal requirements for student discipline in public schools with examples that illustrate several issues that could or should involve a school nurse. A brief history of the legal developments in school discipline includes key U.S. Supreme Court decisions and Acts of Congress. School district options in policy development and disciplinary procedures are discussed. Some of the discipline incidents include issues of nurse–patient confidentiality.

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“Trey” Marchbanks, Miner P., Anthony A. Peguero, Kay S. Varela, Jamilia J. Blake, and John Major Eason. "School Strictness and Disproportionate Minority Contact." Youth Violence and Juvenile Justice 16, no. 2 (December 29, 2016): 241–59. http://dx.doi.org/10.1177/1541204016680403.

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There are racial and ethnic disparities associated with school discipline practices and juvenile justice contact. In addition, research suggests that stricter school discipline practices and disproportionate minority contact for minority youth are relatively more prevalent in urban areas. What remains unknown, however, is the relationship between race and ethnicity, school discipline practices, and juvenile justice referrals across urban, rural, and suburban schools. Therefore, this study draws from the Texas Education Agency’s Public Education Information Management System to investigate the relationship between school discipline practices and juvenile justice contact with a focus on racial and ethnic disparities in urban, rural, and suburban schools. Findings indicate that both stringent and lenient school discipline practices have effects on juvenile justice referrals as well as racial and ethnic disparities across distinct school locations; however, there are important and distinctive nuances that are presented and examined.

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Putra, Eka. "DISCIPLINE INFLUENCE THE PEFORMANCE OF TEACHER WORKING PUBLIC PRIMARY SCHOOLS JUNIOR HIGH SCHOOL MANDAU KABUPATEN BENGKALIS." Jurnal Niara 11, no. 2 (December 9, 2018): 159–66. http://dx.doi.org/10.31849/nia.v11i2.2113.

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This research was conducted at junior school 8 Mandau Kecamatan Mandau. The purpose of this study was to determinance the effect of discipline influance the performance of teacher working in the office Mandau.The population in this were 45 teacher. In this study the sampling using saturated sample. Is aqual to 45 teacher. Data analysis in this research use descriptive and quantitative method.The result showed that the discipline of positive and significant of teacher working. The amount of influence of teacher working is disciplined by 53,9 percent while the rest 46,1 percent describing other independent variables that are not observed in this study.Recommendation can be submitted to the public junior School 8 Mandau Kecamatan Mandau, for even more attention is disciplined, this is because the disciplined has agreat influance, that is 53,9 percent.

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Pastor, Peggy. "School Discipline and the Character of Our Schools." Phi Delta Kappan 83, no. 9 (May 2002): 658–61. http://dx.doi.org/10.1177/003172170208300907.

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Gerlinger, Julie. "Exclusionary School Discipline and Neighborhood Crime." Socius: Sociological Research for a Dynamic World 6 (January 2020): 237802312092540. http://dx.doi.org/10.1177/2378023120925404.

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The author investigates the impact of law-and-order schools, defined as those that rely heavily on exclusionary discipline (i.e., suspension and expulsion) as a form of punishment, on neighborhood crime. Additional analyses are performed to assess whether the effects of punitive school discipline on local crime are moderated by neighborhood disadvantage. Findings suggest that suspensions are associated with increases in local crime—evidence of a macro-level school-to-prison pipeline—while expulsions are generally associated with fewer crime incidents. Although disciplinary exclusions appear to increase crime at fairly consistent rates across levels of neighborhood disadvantage, both exclusion types are associated with more aggravated assault in areas with higher levels of disadvantage. As such, institutional processes of the school appear to help explain variations in community crime.

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Said, Osman, Mohd Nasir Rayung, Syahrul Nizam Salam, and Abdul Said Ambotang. "THE INFLUENCE OF TEACHER ATTITUDE, TEACHER KNOWLEDGE, AND TEACHER SOFT SKILLS WITH COMPETENCE OF DISCIPLINE MANAGEMENT AT PRIMARY SCHOOL IN SABAH." International Journal of Education, Psychology and Counseling 5, no. 35 (June 15, 2020): 188–205. http://dx.doi.org/10.35631/ijepc.5350017.

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This study aimed to identify the influence of the attitude on discipline, knowledge, and skills of the discipline headteacher on discipline management competency in a national school in Sabah. A total of 320 disciplined headteachers as respondents were selected through a combination of graded random sampling techniques. The data were analyzed using IBM SPSS statistics and SEM-AMOS analysis. The findings show that attitudes on discipline are at an extremely high level, while knowledge, the skill of the discipline headteacher, and discipline management competency are at a high level. Pearson correlation analysis showed that there was a significant correlation between attitudes on discipline, knowledge, and skills of head discipline teachers with discipline management competence of national school. Data also showed regression analysis it was found that there was a significant influence on predictor factors (attitude on discipline, knowledge, and skills of head discipline teachers) on discipline management competency in primary national school. SEM analysis showed that there is a significant contribution model. The implications of this study suggest that national school discipline management competencies need to be constantly enhanced and improved over time to produce balanced academic, personal, co-curriculum, and spiritual human capital.

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Jinot, Belle Louis. "The Causes of a Lack of Discipline among Secondary School Learners in Mauritius." Mediterranean Journal of Social Sciences 9, no. 1 (January 1, 2018): 35–46. http://dx.doi.org/10.2478/mjss-2018-0003.

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AbstractA lack of learners’ discipline is a major school problem in secondary schools in Mauritius. The study aims at determining and examining the main causes of this problem in the context of Mauritius. Qualitative data were collected from learners, educators, principals and parents of four secondary schools by using focus group interviews and individual face-to-face interviews. By using content analysis, the study revealed that the causes of learners’ lack of discipline originate from the family (the parenting style, working parents, ineffective parental discipline and the dysfunctional family), the learners’ attitudes to education and schooling, the educators’ attitudes to their role of maintaining learner discipline, the principals’ lack of authority and leadership in managing learner discipline and the influence of peer group in the school setting. The study shows that all the stakeholders of the school community are responsible for the deterioration of learner discipline in secondary schools. It recommends that there should be a decentralisation of learner discipline strategies from the Ministry of Education to the secondary school principals who should be empowered to set up their institutional school discipline plan.

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McIntosh, Kent, Kathleen Ellwood, Lisa McCall, and Erik J. Girvan. "Using Discipline Data to Enhance Equity in School Discipline." Intervention in School and Clinic 53, no. 3 (June 11, 2017): 146–52. http://dx.doi.org/10.1177/1053451217702130.

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There is a longstanding and pressing challenge regarding overuse of exclusionary discipline (e.g., office discipline referrals, suspensions) for students of color and students with disabilities. Moreover, many common efforts to address the problem have not been shown to enhance equity in school discipline. This article describes a promising four-step approach, described in the freely available PBIS Disproportionality Data Guide, for using school discipline data to identify specific interactions that are more susceptible to the effects of implicit bias on decision making and change the environment to meet the needs of all students. A case study is included that identified disproportionality for physical aggression on the playground as a primary source of overall disproportionality and implemented a plan that included elements of explicit instruction and cultural responsiveness. Results showed a consistent decrease in discipline disproportionality over time.

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Zuković, Slađana, and Dušica Stojadinović. "Applying Positive Discipline in School and Adolescents’ Self-esteem." International Journal of Cognitive Research in Science, Engineering and Education 9, no. 1 (April 20, 2021): 1–11. http://dx.doi.org/10.23947/2334-8496-2021-9-1-1-11.

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Starting from the general principles of the concept of positive discipline, the paper points out that schools and teachers can significantly contribute to the application of positive discipline to affect different aspects of a student’s personality development. The potentials of applying positive discipline in the school for developing adolescents’ self-esteem are particularly emphasized. Accordingly, this paper will present the results of a study that aimed to establish a correlation between assessing the presence of positive discipline in a school context and the level of adolescents’ self-esteem. The survey included a convenience sample of 195 high school students from three high schools - art, technical, and grammar school. The Rosenberg Self-Esteem Scale and the scale for assessing the presence of positive discipline in the school were used to collect the data. The results showed that adolescents exhibit a high level of self-esteem, while their assessment of the presence of positive discipline in school is moderate. Also, it was found that with the increase in the assessment of the presence of positive discipline in school, the level of adolescents’ self-esteem increased, and the statistically significant moderating role of the measured variables was found only in the type of high school. The conclusion points to the need to sensitize teachers to manage the classroom according to the principles of positive discipline, as well as the importance of creating the conditions that, through the phenomenon of positive discipline, effectively raise the quality of schoolwork as a whole.

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Sudaryono, Sudaryono, and Ine Kusuma Aryani. "School Policy in Improving Discipline Character of Elementary School Students." Dinamika Jurnal Ilmiah Pendidikan Dasar 13, no. 2 (September 22, 2021): 101. http://dx.doi.org/10.30595/dinamika.v13i2.11554.

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This research was conducted to find out, explore, study, and describe the implementation of disciplinary character education in elementary schools and expected to help find the right policies to support the successful implementation of character education. The type of data used is secondary data. This research uses the literature study method. The data obtained were collected, analyzed, and concluded obtain conclusions about the literature study. Based on the research results, literature studies from several research results and journal articles indicate that implementation school policies by establishing good cooperation between all school residents and school committees can increase the success of the implementation of character education in elementary schools.

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Anderson, Kaitlin P., and Gary W. Ritter. "Disparate use of exclusionary discipline: Evidence on inequities in school discipline from a U.S. state." education policy analysis archives 25 (May 22, 2017): 49. http://dx.doi.org/10.14507/epaa.25.2787.

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There is much discussion in the United States about exclusionary discipline (suspensions and expulsions) in schools. According to a 2014 report from the U.S. Department of Education’s Office for Civil Rights, Black students represent 15% of students, but 44% of students suspended more than once and 36% of expelled students. This analysis uses seven years of individual infraction-level data from public schools in Arkansas. We find that marginalized students are more likely to receive exclusionary discipline, even after controlling for the nature and number of disciplinary referrals, but that most of the differences occur across rather than within schools. Across the state, black students are about 2.4 times as likely to receive exclusionary discipline (conditional on reported infractions and other student characteristics) whereas within school, this same conditional disparity is not statistically significant. Within schools, the disproportionalities in exclusionary discipline are driven primarily by non-race factors such as free- and reduced-price lunch (FRL) eligibility and special education status. We find, not surprisingly, that schools with larger proportions of non-White students tend to give out longer punishments, regardless of school income levels, measured by FRL rates. Combined, these results appear to indicate multiple tiers of disadvantage: race drives most of the disparities across schools, whereas within schools, FRL or special education status may matter more.

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Welsh, Richard O. "Intra-District Student Mobility, School Discipline and Gender: Evidence From Clark County, Nevada." Education and Urban Society 51, no. 9 (July 5, 2018): 1217–44. http://dx.doi.org/10.1177/0013124518785022.

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Student mobility and school discipline are two prominent challenges in urban school districts. The interaction of gender with school discipline in shaping patterns of student mobility has received little attention. This article examines student mobility patterns across gender and the timing of school changes in Clark County, Nevada. The findings draw attention to discipline-related mobility or the placement of students in alternative schools, especially during the school year. Male students are more likely to switch schools mid-year than female students, and the disproportionate rates of student mobility between male and female students can be explained by disciplinary incidents. Gender is a significant predictor of the destination school quality of discipline-related movers. Policy implications and areas for future research are discussed.

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Velez, William, Ellen Jane Hollingsworth, Henry S. Lufler, and William H. Clune III. "School Discipline: Order and Autonomy." Contemporary Sociology 14, no. 6 (November 1985): 737. http://dx.doi.org/10.2307/2071448.

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Smith, Robert O. "Discipline in the Middle School." Middle School Journal 18, no. 2 (February 1987): 23–25. http://dx.doi.org/10.1080/00940771.1987.11495796.

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Vandenberg, Donald. "REPARATIVE JUSTICE IN SCHOOL DISCIPLINE." Discourse: Studies in the Cultural Politics of Education 9, no. 2 (April 1989): 35–51. http://dx.doi.org/10.1080/0159630890090203.

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McDaniel, Thomas R. "Classroom Management and School Discipline." Clearing House: A Journal of Educational Strategies, Issues and Ideas 67, no. 5 (June 1994): 247. http://dx.doi.org/10.1080/00098655.1994.9956077.

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Goodman, Joan. "School discipline in moral disarray." Journal of Moral Education 35, no. 2 (June 1, 2006): 213–30. http://dx.doi.org/10.1080/03057240600681736.

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Irby, Decoteau J. "Net-Deepening of School Discipline." Urban Review 45, no. 2 (October 17, 2012): 197–219. http://dx.doi.org/10.1007/s11256-012-0217-2.

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Gcelu, Ntombizandile, Amy Sarah Padayachee, and Sekitla Daniel Makhasane. "Management of indiscipline among secondary school students in Ilembe District, KwaZulu-Natal, South Africa." African Journal of Gender, Society and Development (formerly Journal of Gender, Information and Development in Africa) 9, no. 4 (December 1, 2020): 139–56. http://dx.doi.org/10.31920/2634-3622/2020/v9n4a6.

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South African schools are faced with a serious problem of indiscipline. The available literature reveals that despite the efforts of school administrators and teachers to instil discipline among learners, indiscipline still abounds to the extent of getting out of hand. Based on the intention of this study, a qualitative study was adopted. A qualitative-based study underpinned by the interpretive research paradigm was employed to explore the perspectives of educators in their collaborative roles in managing discipline. The sample comprised twelve educators who were purposively selected from four secondary schools in the Ilembe District, KwaZulu-Natal. A semi-structured interview schedule was used to collect the data. The findings revealed that educators should apply the school code of conduct as a whole-school approach to managing discipline to create meaningful relationships with parents as stakeholders and communicate expected behaviours with learners. It is recommended that in implementing strategies to manage discipline, learners, educators, school managers and the school governing boards of all schools should take a collaborative approach to the management of discipline in secondary schools

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Fissel, Erica R., Pamela Wilcox, and Marie Skubak Tillyer. "School Discipline Policies, Perceptions of Justice, and In-School Delinquency." Crime & Delinquency 65, no. 10 (August 17, 2018): 1343–70. http://dx.doi.org/10.1177/0011128718794186.

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School crime has been a national issue for nearly 40 years and remains a concern for students, administrators, parents, and the public. Schools engage in numerous strategies aimed at curbing crime, ranging from harsh disciplinary practices to proactive strategies focused on gaining student compliance. This study examines the impact of disciplinary practices on in-school delinquency, while also considering the influence of students’ perceptions of injustice. Using student- and school-level data from the Rural Substance Abuse and Violence Project and hierarchical Poisson regression analyses, findings reveal that students’ perceptions of injustice were significantly related to in-school delinquency, while proactive and reactive discipline practices, spanning the punitiveness continuum, were not. The findings provide tentative guidance for school-based discipline management policies and practices.

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Fields, Barry A. "SCHOOL DISCIPLINE: IS THERE A CRISIS IN OUR SCHOOLS?" Australian Journal of Social Issues 35, no. 1 (February 2000): 73–86. http://dx.doi.org/10.1002/j.1839-4655.2000.tb01304.x.

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Sibanda, Lwazi, and Mabhena Mpofu. "Positive Discipline Practices in Schools: A Case of Mzilikazi District Secondary Schools in Zimbabwe." Journal of Educational and Social Research 7, no. 3 (September 1, 2017): 117–25. http://dx.doi.org/10.1515/jesr-2017-0009.

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AbstractThe study assessed factors constraining use of positive discipline practices in Mzilikazi District Secondary Schools. Qualitative approach and case study design were employed. Purposively selected participants from four secondary schools comprised four school heads; twenty members of the disciplinary committee, four school counsellors, forty prefects and four School Development Committee chairpersons. Data analysed thematically were collected using face to face semi-structured interviews and focus group interviews. Results revealed that lack of role models, ineffective communication, not rewarding positive behaviour, ineffective monitoring and inadequate financial resources constrained use of positive discipline practices in selected schools. The study concluded that factors that constrained use of positive discipline practices in schools mainly emanated from teachers, learners, parents and the members of the community. It is recommended that schools should initiate training programmes for teachers and parents to positively influence their discipline practices in enhancing use of positive discipline practices.

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Nandeke, Erick, Sammy K. Chumba, and Catherine Kiprop. "Rethinking of Public Secondary Schools Discipline in Kenya." European Scientific Journal, ESJ 13, no. 19 (July 31, 2017): 156. http://dx.doi.org/10.19044/esj.2017.v13n19p156.

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Student Council is a representative structure through which students in a secondary school become involved in school affairs. The study set out to investigate student council participation in the management of discipline in public secondary schools in Teso North Sub-County in Busia County, Kenya. The study sought to establish: the influence of student council participation in the formulation of rules and regulations on management of discipline, and the influence of student council involvement in formulating punishment on the management of discipline. The target population was 7379 students and 189 teachers and 27 principals from 27 schools. The research employed descriptive survey design using a random sample of 365 students, 18 teachers and 9 principals. This sample size was determined using Krejcie and Morgan’s table of sample determination and using coefficient variation of 30% and a standard error of 2% through stratified simple random sampling technique. The data was collected using a selfadministered questionnaire. The study established that schools involved students in designing punishment but students never took punishment positively and that common disciplinary problems experienced in schools was due to lack of students involvement. It was further established that students were haphazardly involved in the school management of students’ discipline. Thus the study recommends schools to empower students’ council in which students’ views and ideas are heard and discussed; Ministry of education to organize and offer seminars where school heads are well sensitized on involving students in school management.

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Bayraktar, Hatice Vatansever, and M. Cihangir Dogan. "Investigation of Primary School Teachers’ Perception of Discipline Types They Use for Classroom Management." Higher Education Studies 7, no. 1 (January 16, 2017): 30. http://dx.doi.org/10.5539/hes.v7n1p30.

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The objective of this study is to examine the primary school teachers’ the perceptions of discipline types they use for classroom management; and also to find out if there is a statistically significant difference between the perceptions of discipline types used in classroom management according to the demographic characteristics of primary school teachers.The research is prepared in accordance with the survey model. Population consists of primary school teachers working in İstanbul province in 2015-2016 academic years. As for the sample, it consists of 275 primary school teachers working in Bağcılar, Bahçelievler, Başakşehir, Gaziosmanpaşa and Küçükçekmece districts in İstanbul province in 2015-2016 academic years. Data were collected through “personal information form” and “discipline types that teacher use for classroom management scale”. Data were analyzed with SPSS and frequency, percentage, t-test, Mann Whitney-U Test, Kruskal Wallis-H Test were used.As a result of the study, it was found out that the total perception of primary school teachers regarding the sub-dimensions of the types of discipline they use in classroom management, and their perception of the sub-dimensions of preventive discipline, supportive discipline and corrective discipline are at the level of “totally agree (always)”. In general, teachers use all three types of discipline in classroom management. It was seen that primary school teachers prefer most the preventive discipline approach in classroom management, which is followed by the supportive discipline approach. The types of discipline used by primary school teachers in classroom management do not vary significantly by the variables of gender, age, education status and professional seniority. The perceptions of the primary school teachers working at private schools of preventive discipline are higher than those of the primary school teachers working at a state school. Widowed teachers prefer the preventive discipline and corrective discipline practices more than single, married and divorced teachers. Teachers who worked at their school for 16-20 years prefer supportive discipline practices more than teachers who worked at their school for 1-3 years, 4-7 years, 8-10 years and 11-15 years. Teachers who worked at their school for 16-20 years prefer corrective discipline practices more than the teachers who worked at their school for 1-3 years, 4-7 years, and 8-10 years. Furthermore, teachers who worked at their school for 11-15 years prefer corrective discipline practices more than the teachers who worked at their school for 1-3 years.

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HEROSITA, YULIAN. "Implementasi Model Kepemimpinan Demokratis Kepala Sekolah Dalam Meningkatkan Disiplin Guru Mengajar." Jurnal Daya Saing 3, no. 1 (February 15, 2017): 57–61. http://dx.doi.org/10.35446/dayasaing.v3i1.82.

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Abstract: Labor discipline problems teachers provide learning to students is a phenomenon that needs to be addressed. Through the democratic leadership of headmaster attitude is presumably related to discipline the teacher. Using action research methods were implemented school at SDN 023 samples Pandau Jaya and teachers with the implementation of democratic kepemimponan models and descriptive analysis, the obtained results of the research granting school leadership teacher work can improve work discipline teachers in teaching in schools. The data obtained show that once held measuring the level of work discipline teachers through school leadership to work more efficiency, effectiveness, fairness and responsiveness to the application of these cycles affect the teachers' work. This suggests the provision of school leadership work can improve work discipline teachers in teaching in elementary school N 023 Pandau Jaya. Keywords: Democratic leadership model, Discipline Teacher

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Ogwu, Edewor. "THE NATIVE CULTURES ON STUDENT DISCIPLINE IN SCHOOL, NIGERIA." Jurnal Ilmiah Peuradeun 4, no. 2 (May 28, 2016): 195. http://dx.doi.org/10.26811/peuradeun.v4i2.97.

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Students discipline problem is developing into an epidemic in Nigerian schools. Every culture has its own values and norms, and these are communicated to its young generation through disciplinary strategies; and being culturally conceptualized and negotiated, these strategies and the languages therein, can only be understood by the members of the identifiable cultural group. The study evaluates some relevant information on teachers’ routine experiences and their views on the effectiveness the enforcement of order, control and disciplinary actions in secondary schools and how school disciplines are influenced by the cultural background of the Staff and students. This study explores teachers’ views on the common approaches and school disciplinary models in Nigeria. The paper suggests that the current educational administration and policies erodes the powers of the secondary Staff to such degree that teachers are disempowered hence, indiscipline among students continues to gather momentum causing poor academic performances.

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Anyon, Yolanda, Anne Gregory, Susan Stone, Jordan Farrar, Jeffrey M. Jenson, Jeanette McQueen, Barbara Downing, Eldridge Greer, and John Simmons. "Restorative Interventions and School Discipline Sanctions in a Large Urban School District." American Educational Research Journal 53, no. 6 (December 2016): 1663–97. http://dx.doi.org/10.3102/0002831216675719.

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A large urban district ( N = 90,546 students, n = 180 schools) implemented restorative interventions as a response to school discipline incidents. Findings from multilevel modeling of student discipline records ( n = 9,921) revealed that youth from groups that tend to be overrepresented in suspensions and expulsions (e.g., Black, Latino, and Native American youth; boys; and students in special education) had similar, if not greater, rates of participation in restorative interventions than their peers. First-semester participants in restorative interventions had lower odds of receiving office discipline referrals (OR .21, p < .001) and suspensions (OR .07, p < .001) in the second semester. However, the suspension gap between Black and White students persisted. Implications for reform in school discipline practices are noted.

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Wirth, Alex, and Boris Aberšek. "STATE AND DEVELOPING OF DISCIPLINE AT LOVER SECONDARY SCHOOLS." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 9, no. 2 (November 25, 2017): 89–97. http://dx.doi.org/10.48127/spvk-epmq/17.9.89.

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Discipline is essential in class. Without it the educational process is difficult if not impossible. In this manner students and teachers will not meet curricula goals. There are and there will always be some kind of conflicts between teachers and students, but they should not evolve to become a problem that threatens achieving curricula aims. Teachers (especially elderly teachers) often express pessimism about contemporary students. They say that today's students have less knowledge and that they misbehave more often than previous generations. A research was conducted among students which tried to determine the rate of discipline in schools in Celje to see if these statements are true. Questionnaires were distributed to students of one primary and one high school in Celje, Slovenia. Answers were collected from 234 students. On the one hand, it was found out that senior high school students have the worst level of discipline of all the grades involved in the study. They themselves assess their class atmosphere as less disciplined. They report that teachers use a lot of time to calm the class down. All this is probably a factor in lower average mark that the senior high school students report to have. On the other hand, it was found out that teachers do not react to the disturbance or they are trying to be repressive. These are not the correct ways of dealing with discipline issues. Keywords: state of discipline, contemporary students, discipline problems.

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Pangastuti, Ariana, Muhammad Yuliansyah, and Muhammad Eka Prasetia. "Strategi Analisis Displin Siswa dengan Konseling Individu Teknik Behavioral Contract." Jurnal Consulenza : Jurnal Bimbingan Konseling dan Psikologi 3, no. 2 (September 1, 2020): 40–46. http://dx.doi.org/10.36835/jcbkp.v3i2.822.

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In order for students to improve their discipline, the Behavioral Contract technique provides individual counseling services. The research aims to find out how it is implemented, the obstacles and the factors causing the late students of SMAN 4 Banjarmasin. Method using qualitative. With the background of students with the initials SNA, R, MI and SR. The results of the research after being provided with student services were not late for school to become disciplined. Research is expected to add insight into the field of counseling guidance, enrich the theory, especially with regard to discipline late entering school. Keywords: Discipline; Late School Entry; Individual Counseling; Behavioral Contracts

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Prasetyarini, Aryati, Mauly Halwat Hikmat, and Mohammad Thoyibi. "Strategies to Cope With Students’ Discipline Problems in Senior High School." Indonesian Journal on Learning and Advanced Education (IJOLAE) 3, no. 1 (April 20, 2020): 40–47. http://dx.doi.org/10.23917/ijolae.v3i1.9474.

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The article deals with the strategies implemented by teachers in facilitating the students to comply with the rules. The study aims at identifying the discipline problems faced by teachers and describing the strategies they employ to cope with the discipline problems. The study employed qualitative approach in which the researchers used questionnaire and interview to collect the data. The participants were high school teachers and students of 10 schools in Central Java, Indonesia from various backgrounds: public, private, Islam-based public, Islam-affiliated private, Islam-based dormitory. The interview script became the primary source for interpreting and analyzing data. The findings revealed that the most common discipline problems faced by the teachers were noisy classroom, wrong/incomplete attributes and unpunctuality. The strategies applied by the teachers to cope with the students were corrective, assertive, and preventive disciplines. The teachers should improve the quality in maintaining the classroom discipline by creating a conducive classroom and involving the students in setting the classroom rules, such as attendance, learning participation, students and teacher actions, and assessment.

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Gahungu, Athanase. "A Survey of School Discipline Gatekeepers about the Implementation of the Non-Exclusionary Discipline Practices Reform in Illinois Schools." International Journal on Studies in Education 1, no. 1 (February 20, 2020): 1–10. http://dx.doi.org/10.46328/ijonse.1.

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Two years after the State of Illinois enacted an extensive non-exclusionary discipline reform in schools, 322 key discipline gatekeepers in schools were surveyed about the extent and impact of its implementation. The results showed that a number of core provisions of the reform had not been fully implemented or addressed through professional development. Creating re-entry plans for students with long suspensions, eliminating zero tolerance policies, and limiting disciplinary transfers to alternative schools were the least implemented provisions. Furthermore, contrary to principals’ wishful and embellished self-reporting, large proportions of school personnel still had not received required professional development in key topics such as adverse consequences of school exclusion and justice-system involvement, culturally responsive discipline, and developmentally appropriate disciplinary methods that promote positive and healthy school climate. Finally, sharp differences were found between principals and teachers and support personnel about the continuing prevalence and high frequency of discipline incidents, and about improvement in the overall school climate. If the reform is going to be impactful, it was recommended that more emphasis be placed on ensuring that teachers and support personnel receive adequate and timely professional development on the provisions of the policies.

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Journal articles on the topic 'Discipline in school'

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