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Relevant bibliographies by topics / School order and discipline

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Academic literature on the topic 'School order and discipline'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "School order and discipline"

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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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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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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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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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Furman, Anton. "School psychologists and school reform: challenges and opportunities." Psicologia Escolar e Educacional 3, no. 1 (1999): 21–32. http://dx.doi.org/10.1590/s1413-85571999000100003.

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School Psychology is a system of psychological services for schools and a distinctive discipline within psychological sciences. Slovak and Czech Republics educational context are used in order to understand school Psychology within a system of education. Change of the political and economic system present reflections in the status of the school ofthe preparation of school psychologists in order to solve educational needs and problems.

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Zachos, Dimitris T., Anna Delaveridou, and Alexandra Gkontzou. "Teachers and School “Discipline” in Greece: A Case Study." European Journal of Social Sciences Education and Research 7, no. 1 (December 1, 2016): 8. http://dx.doi.org/10.26417/ejser.v7i1.p8-19.

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“Discipline” is a notion which is related to military and police organization and structures and thus it is possible to cause negative predisposition to a number of people. We use the term discipline in quotes, because we could not find a more suitable, in order to describe the body of measures, acts and incidents we deal in the research we present here. “Discipline” in classroom and in school is an issue which concerns educators, parents and guardians, as well as politicians in many countries. Policies and practices of “discipline” in schools are associated with social and political factors and events. Massive, formal, education as it is structured since it has been established, premises a specific framework in order to be operative. A number of rules and routines are necessary to apply if a school and a classroom want to achieve their cognitive, emotional, and social goals. In this paper, we present data of a research relating to the exploration of teachers’ attitudes, beliefs and practices concerning issues of school “discipline” in Greek schools. Our research strategy is Case Study and its main technique is in-depth semi-structured interview. Our main findings display what teachers who participate in our research consider as causes of school discipline problems; how they relate these problems with wider social reality pupils face; how their positive and negative behaviors contribute to pupils behaviors; techniques they use to prevent and resolve “discipline” problems and how they evaluate their basic studies and retraining in order to manage their classrooms.

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Darojat, Zakiyatu. "IMPLEMENTATION OF ISLAMIC BOARDING SCHOOL RULES IN ESTABLISHING STUDENT DISCIPLINE IN JAGAD ‘ALIMUSIRRY ISLAMIC STUDENT BOARDING SCHOOLS." Journal Intellectual Sufism Research (JISR) 1, no. 2 (June 1, 2019): 19–22. http://dx.doi.org/10.52032/jisr.v1i2.30.

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The current of globalization has led to competition in the world of education, so the education needed to make young people who are dignified, become responsible and democratic citizens. Islamic boarding schools as one of the institutions in non-formal education are tasked with forming the character and personality of the religion people to become a noble, noble and highly disciplined person. Formation of discipline through the order given so that students are able to become disciplined individuals by obeying the rules that have been made by Islamic boarding schools. Kyai and also boarding houses have an important role in the process of implementing the order.

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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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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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Peguero, Anthony A., and Nicole L. Bracy. "School Order, Justice, and Education: Climate, Discipline Practices, and Dropping Out." Journal of Research on Adolescence 25, no. 3 (April 7, 2014): 412–26. http://dx.doi.org/10.1111/jora.12138.

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Dissertations / Theses on the topic "School order and discipline"

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Lobo, Maria da Graça. "Formação de público para o cinema." Master's thesis, Instituições portuguesas -- -Universidade do Algarve, 1999. http://dited.bn.pt:80/29140.

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Oosthuizen, Lizette Clarise. "The role of school management teams in selected Northern areas schools in Port Elizabeth in creating a culture of discipline and order." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/983.

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Good discipline is one of the key characteristics of an effective school and is a vital prerequisite for a culture of learning and teaching at any school. Despite the requirement that every public school should have a code of conduct and other disciplinary policies to ensure a disciplined environment of teaching and learning, there is a perception that learner discipline at certain schools in the Northern areas of Port Elizabeth is busy eroding the fabric of effective school management. As an educator and more specifically a member of the school management team (SMT) at a Northern areas high school, I elected to investigate the role of SMTs in managing discipline at selected schools in the Northern areas of Port Elizabeth. The research question, which formed the basis of my research, was: What is the role played by SMTs of specific schools in the Northern areas of Port Elizabeth in creating a culture of discipline and order? By investigating how these SMTs cope with the challenge of managing learners’ ill-discipline, I was hoping to provide SMTs with possible solutions and/or guidelines for future use by SMTs facing similar challenges. This study chose the interpretive paradigm in which to conduct its investigation, as the aim was to understand how SMTs experience the phenomenon of school discipline at selected schools in the Northern areas of Port Elizabeth. This was done by means of qualitative research methods, which allowed me to listen to and share the experiences of SMT members in the participating schools. The sample of this investigation comprised of the SMTs of four schools in the Northern areas – three high schools and one primary school. Data were collected by getting the viewpoints of the participants by means of questionnaires as well as individual and group interviews. This data were then analyzed by highlighting significant themes resulting in the formulation of emerging themes, namely: a decline in discipline, socio-economic factors, classroom planning and school management and discipline practices. These four themes were then sub-divided into two categories each and thereafter the experiences of the participants were described in rich, thick detail. The main findings of this research focused on school discipline being the responsibility of all the relevant stakeholders of a school; finding solutions to the discipline problems should be a collective effort of SMT, educators and parents; the Department of Education (DoE) should increase its efforts to assist schools to manage discipline problems more effectively in order to create a culture of discipline and order. The findings of this study resulted in specific recommendations being formulated, e.g. the development of learners’ self-discipline should be high on the priority list of any school, educators need to be trained in effective alternatives to corporal punishment, and parents need to set standards of acceptable behaviour for their children at home, which will automatically spill over to the school. The conclusions from this research are that SMTs need to work as a team and in collaboration with other educators and parents to effectively manage discipline at their respective schools.

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De, Jong Terence Anthony. "School organisation development (OD): Learning from a success story in South Africa." University of the Western Cape, 1999. http://hdl.handle.net/11394/8396.

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Philosophiae Doctor - PhD
In concluding this dissertation I am reminded of Patton's (1990) contention that in order to decide what the appropriate unit of analysis is in a study, you need to decide what it is you want to be able to say something about at the end of the study. The unit of analysis of this study was the characteristics of and strategies for developing a successful school. At the end of this study, in relation to the South African education context, I wanted to say something about what a successful school looks like and, with special reference to school OD, how a school can become successful by examining Modderdam's success story (the case) in relation to TIP's school OD model (the intervention), international and local research on successful schools (the literature), and' current South African education policies and reform initiatives (national education reform). I was particularly concerned with saying something about the implications of this study for education reform in South Africa and, where possible, other contexts. These intentions were based on the two broad aims of this study which were: The nature of this study was illuminative and not scientifically absolute. Based on the principle of learning from success it endeavoured to deepen our understanding of what constitutes a successful school and how a school can become successful. The particular context is the South African education reform process. As such, it aimed to provoke insights rather than definitive answers in response to the aims of this study. The insights that have been generated by this study have manifested at different levels of 'depth'. Chapter eight discussed emerging insights which ranged from findings such as the striking similarity between the case study's successes and the twelve generic characteristics of a successful school based on the literature, to the contention that, unlike schools in a developed context, a school in the South African context cannot be the primary unit of change. Chapter nine consolidated these emerging insights into three key insights which have in some respects gone beyond the aims of this study by, for example, proposing a framework of core conditions for an enabling school level environment. In summarising this study's insights I have attempted to portray the iterative nature of propositional order. In accordance with its two broad aims, the table below summarises this study's main insights and the implications of these insights for education reform in South Africa and beyond. the analysis process by starting with those which are of a more basic, 'findings' level and finishing with those which are of a more deeper,

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Abreu, Sofia Alexandra Trindade. "A gestão do tempo, a oportunidade de prática e os comportamentos de indisciplina, no ensino do rolamento à frente, à retaguarda e do apoio facial invertido, em aulas de educação física-um estudo de caso em professores mais e menos experientes." Master's thesis, Instituições portuguesas -- UP-Universidade do Porto -- -Faculdade de Ciências do Desporto e de Educação Física, 2000. http://dited.bn.pt:80/29241.

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Quinteros, Carmen Veronica School of Sociology &amp Anthropology UNSW. "Creativity, order and discipline." Awarded by:University of New South Wales. School of Sociology and Anthropology, 2004. http://handle.unsw.edu.au/1959.4/20741.

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For the past eighty years I have started each day in the same manner. It is not a mechanical routine but something essential to my daily life. I go to the piano, and I play two preludes and fugues by Bach??? It is a sort of benediction on the house??? It is a rediscovery of the wonder of which I have the joy of being a part. It fills me with awareness of the wonder of life, with a feeling of the incredible marvel of being a human being. The music is never the same for me, never. Each day it is something new, fantastic, and unbelievable. That is Bach??? a miracle! A whole radiance of space and poetry pours forth from them! They are the very essence of Bach, and Bach is the essence of music. (Casals:1974:17 & 47). Such comments, common among musicians, are usually ignored by the disciplines that study music. This thesis, however, is the result of a decision to take these comments seriously. This thesis addresses the issues of creativity, order and discipline, through the perspective of a sociology and phenomenology of everyday life. The main issues of this thesis are first introduced through Bachelard???s phenomenological study of poetry and Heidegger???s approach to art. Embodied modes of knowing are introduced through Buber???s dialogic I-Thou concept. This is followed by Winnicott???s discussion of creativity and Bohm and Peat???s discussion of order. Discipline is introduced through a counter-analysis of some central sociological theorists on authority and power: Lukes, Foucault and Durkheim. Among other writers influential for the thesis are Eliade on origins, sacred temporality and ???eternal return???, Simmel and Douglas on space, Levinas, Merton, Herrigel and Stendl- Rast on ethics and discipline. Hegel and Sartre on identity-logic and Serres on relational modes of knowing. The main issues are drawn from experiences with music and particularly with the music of J. S. Bach. These experiences raise ontological, cosmological and epistemological questions that are examined in this thesis. The material used in the analysis is drawn from musicians??? experiences and from a variety of sources non-academic and academic.

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Fragapane, Emily R. "School Discipline Practices: Language Differences in Office Discipline Referrals." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1532346525688423.

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Pang, Sun-keung Nicholas, and 彭新強. "School climate: a discipline view." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956166.

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Wheeler, Anitra. "Middle School Teachers' Perceptions of Discipline." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374223954.

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Hoffman, Stephen L. "Time to Discipline? Estimating the Risks and Impact of Public-School Discipline." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112686.

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In the three essays in this thesis, I explore the effect of school discipline policies on the suspension of public-school students, in an urban setting. In the first essay, using aggregate data, I investigate the effect of zero-tolerance disciplinary polices on secondary-school students. Capitalizing on a natural experiment, I used a “differences-in-differences” analytic approach to explore any benefit of a hypothesized deterrent effect and to estimate the impact of the abrupt expansion of zero-tolerance policies in one large urban school district. I found that Black students were suspended from school more often following the policy change, while suspensions of White students remained unchanged. In addition, expulsions from school, following the policy change, more than doubled for Black students, compared to only a small increase for White students. In the second essay, and the same urban setting, I employed continuous-time survival analysis in a student-level event-history dataset to estimate the risk of middle-school students’ first suspension of the school year. I found that this risk differed by three factors: (a) when the suspension occurred, (b) student grade-level, and (c) student race. At the beginning of the school year, this risk of first suspension for eighth-grade students was double the risk for sixth-grade students, although this difference diminished over time. Additionally, the risk for Black students was more than ten times the risk for White students. In the third essay, I extended my work further, using repeated-spells survival analysis to describe the timing of suspensions over the duration of the students’ entire middle-school careers. I found that—once a student had been suspended from middle school for the first time—the median time until a second suspension was less than one school year, and the median time until a third suspension was about one semester. These risks also differed substantially by gender, race, and poverty level. The risk of a first suspension for boys was substantially higher than for girls. This risk was also higher for poor students than for non-poor students. However, the risks of both a first suspension and subsequent suspensions were substantially higher for Black students, compared to White students, even after controlling for differences in poverty among the groups. Taken together, these analyses underscore disparities in school disciplinary practices, based on important student demographic characteristics, while providing an updated and more methodologically sound way of describing these effects.

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Hall, Robert G. "Church discipline in Puritan New England an expression of covenantal order /." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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Books on the topic "School order and discipline"

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Barton, Paul E. Order in the classroom: Violence, discipline, and student achievement. Princeton, N.J: Educational Testing Service, 1998.

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Matsumoto, George. Simplicity, order, and discipline: The work of George Matsumoto from the NCSU Libraries' Special Collections. Raleigh, N.C: North Carolina State University Libraries, 1997.

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Venera, José Isaías. Tempo de ordem: A construção discursiva do homen útil. Itajaí, Santa Catarina: Univali Editora, 2007.

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Charles, C. M. La discipline en classe: De la réflexion à la pratique. Saint-Laurent, PQ: ERPI, 1997.

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Che charta dab dey, halta adab dey--a Pushto saying meaning where there is physical punishment, there is order and respect: An empirical analysis of the issue of physical punishment of children and youth in the Division of Peshawar, North-West Frontier Province of Pakistan. Frankfurt am Main: Peter Lang, 2007.

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Successful school discipline. 5th ed. Portland, Me: J.W. Walch, 1992.

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Innovative school discipline. Springfield, Ill., U.S.A: C.C.Thomas, 1985.

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Smith, Deborah Deutsch. Effective discipline. 2nd ed. Austin, Tex: Pro-Ed, 1993.

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M, Ruesch Gary, ed. Discipline in the school. Horsham, Pa: LRP Publications, 1994.

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M, Ruesch Gary, ed. Discipline in the school. 2nd ed. Horsham, Pa: LRP Publications, 2001.

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Book chapters on the topic "School order and discipline"

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Cameron, Mark. "School Discipline." In Encyclopedia of Adolescence, 2481–89. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_59.

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Cameron, Mark, and Christina L. Voonasis. "School Discipline." In Encyclopedia of Adolescence, 3281–98. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_59.

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Cameron, Mark, and Christina L. Voonasis. "School Discipline." In Encyclopedia of Adolescence, 1–18. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32132-5_59-2.

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Burke, Robert W. "Discipline." In Encyclopedia of Cross-Cultural School Psychology, 377–78. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_134.

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Reiner, Robert. "Order and Discipline." In Fundamentals in British Politics, 163–81. London: Macmillan Education UK, 1999. http://dx.doi.org/10.1007/978-1-349-27696-7_8.

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Davis, Michelle R., Vincent P. Culotta, Eric A. Levine, and Elisabeth Hess Rice. "Discipline." In School Success for Kids With Emotional and Behavioral Disorders, 89–105. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237853-7.

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Kafka, Judith. "Conclusion: Reclaiming School Discipline." In The History of "Zero Tolerance" in American Public Schooling, 119–26. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9781137001962_6.

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Flacks, Simon. "Drugs and school discipline." In Law, Drugs and the Politics of Childhood, 134–57. Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2021. | Series: New advances in crime and social harm: Routledge, 2021. http://dx.doi.org/10.4324/9780429282140-ch05.

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Beede, Benjamin R. "Military Order and Discipline." In A Companion to American Military History, 746–61. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444315066.ch49.

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Smith, Barbara. "Safety, Supervision, and Discipline." In A Charter School Principal’s Story, 51–53. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-218-3_13.

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Conference papers on the topic "School order and discipline"

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Brum, Michel Girotto, and Marcia E. J. Kniphoff Da Cruz. "Gamificação para o Ensino de Computação na Educação Básica." In XXV Workshop sobre Educação em Computação. Sociedade Brasileira de Computação - SBC, 2017. http://dx.doi.org/10.5753/wei.2017.3543.

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The teaching of Computing in Brazil has been stimulated with specific activities, but it needs to be encouraged for its consolidation. In order to contribute to this proposal, this experience report presents results of activities carried out in an optional discipline of Robotics in a basic education school. Considering that Robotics allows the introduction of content of Computing and that the students are digital natives, the game was applied that consists of applying the principles of game design to the methodology of teaching. The results showed a significant improvement in the learning of the content worked in the discipline and expansion of social skills.

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Hart, Mike. "Informing South African Students About Information Systems." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2499.

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At the University of Cape Town, females and students disadvantaged under the previous South African apartheid education system are under-represented in Information Systems (I.S.) classes. This research shows that these are also the groups most ignorant about I.S. at the school-leaving stage. After being informed about the discipline through a small intervention, a significant increase in enthusiasm for majoring in and being employed in I.S. occurred. This should result in a better educational fit and greater enrolment of these groups in I.S., and reduce some switching to I.S. from other subjects at a later stage. The key influencing sources for university students’ study decisions are also examined, and it is evident that a different approach is needed for each group in order to maximize the number of quality I.S. graduates.

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Robinson, Stefanie L., and Jennifer A. Mangold. "Implementing Engineering and Sustainability Curriculum in K-12 Education." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-66693.

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Introducing students to engineering concepts in early education is critical, as literature has shown that students’ degree of comfort and acceptance of science and technology is developed very early on in their education. While introducing engineering as a potential profession in K-12 classrooms has its own merits, it has also proven itself to be useful as a teaching tool. Engineering can lend itself to concepts that can engage students in critical thinking, problem solving, as well as the development of math and science skills. In engineering higher education there has been an increased focus on industrial ecology and sustainability in order to help students understand the environmental and social context within today’s society. The authors of this paper discuss the importance of these attributes when introducing engineering to K-12 students. Engineering and sustainability are not two mutually exclusive concepts, but sustainability should be considered throughout the practice of the engineering discipline. The ADEPT (Applied Design Engineering Project Teams) program at the University of California, Berkeley was established to design and deploy a standards-based engineering curriculum for middle schools and high schools (grades 6–12) designed to integrate mathematics and science concepts in applied engineering projects, inspire secondary students, and strengthen the classroom experience of current and future faculty in math, science, and engineering. This paper discusses the importance of introducing engineering and sustainability in K-12 classrooms. Example modules that were developed through the ADEPT program are presented as well as a set of recommendations that were designed as a guideline for educators to incorporate engineering and sustainability in K-12 classrooms. While the module discussed here was designed for middle school students, the curriculum and criteria recommended can be adapted to primary and secondary education programs.

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Giacosa, Antonella. "Transdisciplinary teaching and learning: an experiment." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11084.

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In our smart new world, characterized by continuous technological evolution, knowledge is subject to rapid obsolescence and change is the only constant. In this context, teachers are called upon to overcome the ingrained automatic habits of traditional knowledge transmission by developing a perspective that is less tied to individual disciplines and more open to the many facets of reality. Only with a questioning and curious attitude aimed at innovation and pedagogical experimentation can teachers make their message meaningful again and help new generations to develop the habit of flexible and complex thinking in order to orient themselves in a fluid, globally connected and hypertechnological society. Following a course on multidisciplinarity, a group of secondary school teachers embarked on a journey of reading and experimenting in the classroom, realizing that through the transdisciplinary approach theorized by the quantum physicist Nicolescu, one can educate for the future. Identifying and tackling conceptual issues to work on and overcoming the narrow limits of individual disciplines in order to understand complex events is the direction in which teachers and students of today's school should move, so that they will face tomorrow with greater awareness and effectiveness.

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Birch, John, Paola Jaramillo, Karen Wosczyna-Birch, Ronald Adrezin, and Beth Richards. "Integrating Professional Skills in the 21st Century Engineering and Technical Curriculum." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-68811.

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The Engineering Challenge for the 21st Century Program was initially based on concepts from the Transferable Integrated Design Engineering Education (TIDEE) model. The TIDEE model was developed in the mid 1990s to focus on continuous improvement of engineering design education. The primary thrust of the TIDEE model focuses on team-based activities that allow students to effectively develop the necessary skills to become qualified, productive, and successful engineers and technologists of the future. The Engineering Challenge Program focuses on project based learning in a team environment and targets two important educational groups: underrepresented students as well as faculty from high schools and community colleges in Connecticut. In order to further develop the students’ interpersonal and organizational skills, the Engineering Challenge Program expands on the TIDEE model through development of technical writing and professional skills including project management, teamwork skills, understanding behavioral diversity using DISC behavioral profiles, and personal accountability. Interdisciplinary teams of high school teachers and college faculty work with a CT-based management consultant group to deliver the program by “teaching teachers” effective methods to assess and coach teamwork in the classroom and labs. The Engineering Challenge Program has impacted over 250 students composed of high school and undergraduate students from community colleges and to a lesser degree four-year universities. By targeting underrepresented student participants, the program has been effective in engaging its participants in pursuing education and careers in STEM-related disciplines. Approximately 35% of the participants have been females and 53% of the participants’ non-Caucasian.

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Krotenko, T. Iu. "Teaching discipline "Management" in high school." In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/lj-09-2018-40.

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Husain, Rusmin, and Lindawati Lindawati. "The Influence of School Environment towards Primary School Students’ Discipline." In Proceedings of the 1st International Conference of Science and Technology in Elementary Education, ICSTEE 2019, 14 September, Makassar, South Sulawesi, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.14-9-2019.2289954.

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Suking, Arifin, Intan Abdul Razak, and Seftianisa Amay. "Fostering students’ discipline in boarding school toward industry 4.0." In International Conference on Education, Science and Technology. Jakarta: Redwhite Press, 2020. http://dx.doi.org/10.32698/tech3240.

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Trihantoyo, Syunu. "Enforcement of Student Discipline Character, What School Principal Acts?" In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.158.

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Best, Alexander. "Primary school teachers' beliefs on computer science as a discipline and as a school subject." In WiPSCE '20: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3421590.3421659.

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Reports on the topic "School order and discipline"

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Hossain, Niamat Ullah Ibne, Raed Jaradat, Michael Hamilton, Charles Keating, and Simon Goerger. A historical perspective on development of systems engineering discipline : a review and analysis. Engineer Research and Development Center (U.S.), April 2021. http://dx.doi.org/10.21079/11681/40259.

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Since its inception, Systems Engineering (SE) has developed as a distinctive discipline, and there has been significant progress in this field in the past two decades. Compared to other engineering disciplines, SE is not affirmed by a set of underlying fundamental propositions, instead it has emerged as a set of best practices to deal with intricacies stemming from the stochastic nature of engineering complex systems and addressing their problems. Since the existing methodologies and paradigms (dominant pat- terns of thought and concepts) of SE are very diverse and somewhat fragmented. This appears to create some confusion regarding the design, deployment, operation, and application of SE. The purpose of this paper is 1) to delineate the development of SE from 1926-2017 based on insights derived from a histogram analysis, 2) to discuss the different paradigms and school of thoughts related to SE, 3) to derive a set of fundamental attributes of SE using advanced coding techniques and analysis, and 4) to present a newly developed instrument that could assess the performance of systems engineers. More than Two hundred and fifty different sources have been reviewed in this research in order to demonstrate the development trajectory of the SE discipline based on the frequency of publication.

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Gordon, Nora, and Krista Ruffini. School Nutrition and Student Discipline: Effects of Schoolwide Free Meals. Cambridge, MA: National Bureau of Economic Research, September 2018. http://dx.doi.org/10.3386/w24986.

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Hotz, V. Joseph, and Juan Pantano. Strategic Parenting, Birth Order and School Performance. Cambridge, MA: National Bureau of Economic Research, October 2013. http://dx.doi.org/10.3386/w19542.

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Durik, Amanda, Steven McGee, Edward Hansen, and Jennifer Duck. Comparing Middle School Students’ Responses to Narrative Versus Expository Texts on Situational and Individual Interest. The Learning Partnership, April 2014. http://dx.doi.org/10.51420/conf.2014.1.

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This project examined the effects of text genre on both situational and individual interest. Middle school students completed a three-session web-based learning module in the domain of ecology wherein they were randomly assigned to either narrative or expository readings that were matched on key idea units and other variables. Students reported individual interest in ecology on the day before and after their exposure to the module. Affective and cognitive situational interest was measured after the readings on each day of the module. The results showed that expository readings were perceived as more helpful for learning than were narrative readings, but this varied somewhat by initial individual interest. Although the narrative versions did not facilitate situational interest, there was a small effect on individual interest suggesting that learners exposed to narrative readings came to perceive the domain of ecology as a more meaningful discipline than did those exposed to expository readings.

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McGee, Steven, Ronald I. Greenberg, Lucia Dettori, Andrew M. Rasmussen, Randi Mcgee-Tekula, Jennifer Duck, and Erica Wheeler. An Examination of Factors Correlating with Course Failure in a High School Computer Science Course. The Learning Partnership, August 2018. http://dx.doi.org/10.51420/report.2018.1.

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Across the United States, enrollment in high school computer science (CS) courses is increasing. These increases, however, are not spread evenly across race and gender. CS remains largely an elective class, and fewer than three-fourths of the states allow it to count towards graduation. The Chicago Public Schools has sought to ensure access for all students by recently enacting computer science as a high school graduation requirement. The primary class that fulfills the graduation requirement is Exploring Computer Science (ECS), a high school introductory course and professional development program designed to foster deep engagement through equitable inquiry around CS concepts. The number of students taking CS in the district increased significantly and these increases are distributed equitably across demographic characteristics. With ECS serving as a core class, it becomes critical to ensure success for all students independent of demographic characteristics, as success in the course directly affects a student’s ability to graduate from high school. In this paper, we examine the factors that correlate with student failure in the course. At the student level, attendance and prior general academic performance correlate with passing the class. After controlling for student characteristics, whether or not teachers participated in the professional development program associated with ECS correlates with student success in passing the course. These results provide evidence for the importance of engaging teachers in professional development, in conjunction with requiring a course specifically designed to provide an equitable computer science experience, in order to broaden participation in computing.

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Boda, Phillip, and Steven McGee. Supporting Teachers for Computer Science Reform: Lessons from over 20,000 Students in Chicago. The Learning Partnership, February 2021. http://dx.doi.org/10.51420/brief.2021.1.

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As K12 computer science education is expanding nationwide, school districts are challenged to find qualified computer science teachers. It will take many years for schools of education to produce a sufficient number of certified computer science teachers to meet the demand. In the interim courses like Exploring Computer Science (ECS) can fill the gap. ECS is designed to provide a robust introduction to computer science and the accompanying professional development is structured such that a college level understanding of computer science is not required. This brief summarizes research with 20,000 Chicago Public Schools high school students and their teachers to test the claim that the ECS professional development can provide an adequate preparation for teaching ECS. The results provide strong evidence that full completion of the ECS professional development program by teachers from any discipline leads to much higher student outcomes, independent of whether a teacher is certified in computer science.

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Arbeláez, María Angélica, Miguel Benítez, Roberto Steiner, and Oscar Valencia. A Fiscal Rule to Achieve Debt Sustainability in Colombia. Inter-American Development Bank, February 2021. http://dx.doi.org/10.18235/0003048.

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In order to enhance fiscal sustainability and regain “investment grade” credit rating, in 2011 Colombia implemented a fiscal rule (FR) on the Central Government's structural balance. Investment grade was rapidly attained, and FR targets were complied with, until 2019. Using the Synthetic Control Method, we provide evidence that the FR promoted fiscal discipline. Nevertheless, public debt has increased continuously and is now expected to exceed 60 percent of GDP, in large part driven by the pandemic. We argue that the FR should be reformed so as to incorporate a debt anchor. Using a regime change model and the IMFs buffer risk methodology, we show that the prudent debt level should not exceed 48 percent of GDP and that in order to achieve this in the medium term, a policy mix increasing revenues to 17.8 percent of GDP (from 15.5 percent during 2016-2019) and reducing primary expenditure to 15 percent (from 16 percent during 2016-2019) is required. FR's performance would also benefit from changes in its institutional design.

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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, April 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.

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Cilliers, Jacobus, Eric Dunford, and James Habyarimana. What Do Local Government Education Managers Do to Boost Learning Outcomes? Research on Improving Systems of Education (RISE), March 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/064.

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Decentralization reforms have shifted responsibility for public service delivery to local government, yet little is known about how their management practices or behavior shape performance. We conducted a comprehensive management survey of mid-level education bureaucrats and their staff in every district in Tanzania, and employ flexible machine learning techniques to identify important management practices associated with learning outcomes. We find that management practices explain 10 percent of variation in a district's exam performance. The three management practices most predictive of performance are: i) the frequency of school visits; ii) school and teacher incentives administered by the district manager; and iii) performance review of staff. Although the model is not causal, these findings suggest the importance of robust systems to motivate district staff, schools, and teachers, that include frequent monitoring of schools. They also show the importance of surveying subordinates of managers, in order to produce richer information on management practices.

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Patel, Komal. Assessment of Knowledge, Attitude, Perception of Pharmacy Students Towards Telepharmacy. University of Tennessee Health Science Center, April 2021. http://dx.doi.org/10.21007/chp.hiim.0072.

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Telemedicine is one of the fastest growing area in health care technology and COVID-19 pandemic has changed the way of practicing Telemedicine. Telepharmacy is a part of telemedicine where pharmacy use this technology to provide patient care services. Success of any technology depends on users’ willingness to learn and attitude towards technology. Early assessment of students’ attitude during pharmacy school is important to know in order to assess how receptive students are to accept Telepharmacy in their work setting currently or in future. That will also help to determine success of Telepharmacy implementation. This study will focus on assessing knowledge, attitude and perceptions of student pharmacists towards Telepharmacy.

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