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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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Sibanda, Lwazi, and Joyce Mathwasa. "Modelling Positive Behaviour: A Vital Strategy in Instilling Positive Discipline Among Secondary School Learners." Randwick International of Social Science Journal 1, no. 2 (August 1, 2020): 157–72. http://dx.doi.org/10.47175/rissj.v1i2.56.
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This qualitative study, guided by interpretive paradigm, explored how secondary schools use modelling positive behaviour strategy to instil positive discipline among learners in Bulawayo Metropolitan Province, Zimbabwe. The study was enthused by the abolition of corporal punishment, exclusion due to delinquent behaviour and adoption of positive, inclusive discipline strategies to maintain order in schools. A case study design purposively sampled four schools in which four school heads, twenty members of the disciplinary committee, four school counsellors, two education officers, four School Development Committee chairpersons and forty prefects participated. Data collected through focus group interviews, semi-structured interviews and document analysis were thematically analysed. The results indicated that secondary schools adopted the modelling positive behaviour strategy to instil positive discipline among learners. New staff members’ orientation focused on conduct, modelling of positive behaviour whenever teachers, learners and parents interact as they perform various activities in the school environment. The study also established that prefects as role models were afforded opportunity to lead assembly sessions. The study concluded that in spite of a few cases of misconduct, it is evident that modelling positive behaviour strategy produced affirmative outcomes in schools understudy. The study recommends further research that explores other strategies that could be adopted by schools to maintain positive discipline particularly in rural schools.
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Kharisma, Canggih, and Suyatno Suyatno. "PERAN GURU DALAM MENANAMKAN KARAKTERI DISIPLIN SISWA DI SEKOLAH DASAR NEGERI BLEBER 1 PRAMBANAN SLEMAN." Jurnal Fundadikdas (Fundamental Pendidikan Dasar) 1, no. 2 (July 2, 2019): 131. http://dx.doi.org/10.12928/fundadikdas.v1i2.656.
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This study aims to describe the planting of Discipline character in Bleber 1 Prambanan Sleman Elementary School, which includes the value of disciplinary characters instilled in the school. Student discipline is formed because of the teacher's leadership role that appropriately applies discipline in school. The teacher also has a role as a role model in implementing discipline. This study included qualitative descriptive research. The research subjects were principals, teachers, and students. The object of research is the role of the teacher in instilling student discipline. The technique of collecting data through interviews, observation, and documentation. The data analysis technique uses the Miles and Huberman models which include data reduction, data presentation, and conclusion drawing. The results of the study showed that the planting of the character of the discipline of students at Bleber 1 Elementary School in Prambanan Sleman was well-created. The role of the teacher in instilling student discipline is as a role model and motivator. As a role model the teacher gives an example to students and as a motivator the teacher always gives advice to students. Supporting factors in instilling discipline in the form of giving gifts as appreciation and punishment as sanctions are very instrumental in regulating the pattern and behavior of students so that they are always orderly in carrying out a discipline. The inhibiting factor in instilling discipline comes from students' internal factors. Discipline is important in order to create a comfortable and safe learning environment in schools.
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Jinot, Belle Louis. "Barriers to the Effective Implementation of Behavioural Strategies by Principals of State Secondary Schools in Mauritius." Mediterranean Journal of Social Sciences 9, no. 4 (July 1, 2018): 9–18. http://dx.doi.org/10.2478/mjss-2018-0110.
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Abstract One of the leadership role of the secondary school principal is learner discipline management. However, in the context of Mauritius, the behavioural strategies that they implement are found to be ineffective due to various barriers. This study examines the current barriers that are imbedded into the education system and which are obstacles to effective learner discipline management. A qualitative research approach was adopted in order to collect data on the barriers among principals, educators, parents, superintendents and learners. It was found that political interference of parents, the universal free transport system, too much bureaucracy when reporting cases of indiscipline to the Ministry of Education, a lack of collaboration between educators, the school superintendent and the principal, and a lack of parental involvement in learner discipline management in schools are the main barriers to the effective implementation of behavioural strategies by principals in the state secondary schools in Mauritius. Based on the findings, the study recommends that the Ministry of Education rethink about the educational policies in terms of free transport for learners and that the school principal, along with the parents, educators, learners and superintendent, sets up a school discipline plan that would adopt a collaborative management of the problem of learner discipline.
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Çelikkaleli, Öner, and Yusuf İnandı. "Discipline approaches and interpersonal self-efficacy on elementary school teachers." Pegem Eğitim ve Öğretim Dergisi 2, no. 2 (June 1, 2012): 15–28. http://dx.doi.org/10.14527/c2s2m2.
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The purpose of this study is to examine the reletionship between teachers discipline approachs and interpersonal self-efficacy belief. Furthermore, this research is to examine whether teacher' discipline approachs and interpersonal self-efficacy beliefs are varying according to gender, working experiences and professional positions. Participants of this study consistent of 198 (94 women, 95 man) elementary school teachers. In order to gathered data, School Discipline Aproach Scale and Teachers Interpersonal Self-efficacy Scale are used. According to tte findigs, there is negatively significant relationships between teachers' oppresive and compliance discipline approachs and teachers' interpersonal self-efficacy from colleagues, administrators and total interpersonal self-efficacy. There are no difference teachers' discipline approach and interpersonal self-efficacy accorging to gender. On the other hand, equitable and student-centered discipline approach are difference according to teachers working experince. Finally, I. Gradulal teachers' equitable and student-centered discipline approach scores more high II. Gradual teachers scores.
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Julfi, Muhammad, and Irhamni Irhamni. "MENANAMKAN KEDISIPLINAN MELALUI PENDEKATAN BEHAVIOR OLEH GURU BIMBINGAN DAN KONSELING DI SMK BHAKTI BANGSA BANJARBARU." JURNAL MAHASISWA BK AN-NUR : BERBEDA, BERMAKNA, MULIA 4, no. 2 (September 21, 2018): 13. http://dx.doi.org/10.31602/jmbkan.v4i2.1449.
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This research is based on phenomena that occur in the Bhakti Bangsa Vocational School which shows that many students commit violations and school rules. The purpose of this research is to overcome school undisciplined behavior through counseling with contractual engineering behavioral approaches.The type of research used is handling cases. Research focus is behavior that often violates discipline. Data collection methods used are observation, interviews and documentation. Data analysis used is data reduction, data review and description. Research subjects are students who have undisciplined behavior problems.The results showed that the fourth counseling before counseling had undisciplined behavior in school. There are students caught storing indecent videos so that they are embarrassed and do not want to go to school for a few days, often do not go to class without explanation, often skip school because they like to play online games at the cafe, often go home sooner before the school bell rings. After being given counseling services with behavioral contractual behavioral approach, counselees begin to understand the importance of school.Overall counseling conclusions on counselees who have undisciplined behavior can be overcome through individual counseling with a contractual behavioral approach. It is proven that there are behavioral changes that are not disciplined to be more disciplined. School counselors are expected to be able to overcome the problem of students through counseling and guidance services, especially counseling with a contractual behavioral approach to address undisciplined behavior, accompanying, motivating and always monitoring the counselee's progress in order to continue to commit to no more school discipline violations. The headmaster is expected to be able to facilitate the counselor in the implementation of guidance and counseling services and supervise the development of problematic students. Keywords: Discipline, Behavior Approach, Guidance and Counseling Teachers
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Kulkarni, Vani S. "The Fight: Discipline and Race in an Inner-City Public Charter High School." ANNALS of the American Academy of Political and Social Science 673, no. 1 (September 2017): 150–68. http://dx.doi.org/10.1177/0002716217725508.
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What are the disciplinary practices in which inner-city schools engage? How is order maintained or restored? Drawing on a three-year ethnographic study of a public charter school in Philadelphia, this study demonstrates the significance of understanding school discipline through a cultural lens. Beginning with a case study of a fight in the cafeteria, I describe how teachers, administrators, and students made sense of the school’s disciplinary ethos and how the disciplinary gaze that pervaded the school put invisible pressure on staff and students. Teachers and administrators in charge of discipline, who were overwhelmingly white, made implicit racial appeals regarding what practices were the most effective and fair to students who were overwhelmingly black and from single-parent, economically precarious households in urban neighborhoods.
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Gullo, Gina Laura. "Using Data for School Change: The Discipline Equity Audit and School Climate Survey." Journal of Cases in Educational Leadership 21, no. 2 (September 5, 2017): 28–51. http://dx.doi.org/10.1177/1555458917728758.
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Using data effectively is a critical skill for the modern school leaders. This case presents a school district where local interest groups are demanding changes regarding school safety and inclusion. Students have the opportunity to respond to a disciplinary equity audit and school climate survey. While interpreting and using data in a meaningful manner, students are challenged to evaluate the quality and efficacy of the presented data. The case also confronts students with race-related concerns that are often present in urban school districts. Students must exit their comfort zones in order to work as effective school leaders.
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Jepri Husin. "The Strategy of School Heads in Improving the Discipline of Education Manpower in Madrasah." Britain International of Humanities and Social Sciences (BIoHS) Journal 2, no. 3 (October 16, 2020): 643–48. http://dx.doi.org/10.33258/biohs.v2i3.314.
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The purpose of this study was to determine the strategies of principals in Madrasahs, to determine the level of work discipline of teaching personnel in Madrasahs, to determine the strategies of principals in increasing the discipline of teaching personnel in Madrasahs, to describe improvement steps in improving the discipline of teaching personnel in Madrasahs. The literature review used to analyze the results of this study, namely the strategy and principal and discipline of the workforce of education and the strategy of the Principal in improving the discipline of teaching workforce. The method used in this research is descriptive-analysis using a qualitative approach, data collection techniques with the stages of observation, interviews and documentation. Data analysis procedures, namely data reduction, data presentation, drawing conclusions. The results of the study, the principal's strategy in improving the work discipline of education personnel in Madrasahs by giving examples of good character traits, providing motivation, giving reward and punishment, making rules of order, developing performance. Steps to improve the principal in improving discipline in the workforce of education in Madrasahs by means of motivating members, members of study permits, providing basic disciplinary training, member reward and punishment, the use of information technology. In conclusion, the strategy to improve the work discipline of education personnel at MTs Negeri 2 Medan is by giving examples of good character traits, providing motivation, giving rewards and punishments, making rules of order, developing performance.
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Moreno, Danilo Bastos, César Augusto Barroso de Andrade, Maria Emanuela Cordeiro Alves, and Leonardo Coelho Rodrigues. "A percepção dos gestores das escolas de ensino médio em Fortaleza sobre a importância da educação física como componente curricular." Caderno de Educação Física e Esporte 19, no. 3 (September 1, 2021): 1–6. http://dx.doi.org/10.36453/cefe.2021.n3.27514.
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INTRODUÇÃO: A Educação Básica no Brasil passou por momentos bem conturbados durante a década de 2010. Dentre esses momentos pode-se destacar a evolução da MP n° 746/2016 para a Lei 13.415/2017 e a instituição do Novo Ensino Médio. A partir desta Lei, a Educação Física (EF) poderia ser excluída do rol de disciplinas curriculares obrigatórias da Educação Básica. Em meio a esse cenário, vários movimentos foram realizados para manter a EF como obrigatória na etapa do Ensino Médio na escola. OBJETIVO: Verificar a percepção dos gestores de escolas de ensino médio, pertencentes a rede pública do estado do Ceará, sobre a importância das aulas de EF. MÉTODOS: O estudo caracteriza-se como uma pesquisa de campo e exploratória, com caráter transversal quanti-qualitativo, com a aplicação de um questionário do tipo Likert, com itens de múltipla escolha acerca de cada pergunta, variando as opções entre “discordo total”, “discordo parcialmente”, “concordo parcialmente” e “concordo totalmente”. Participaram do estudo gestores de escolas regulares e profissionalizantes. A amostra do estudo foi composta por 40 gestores de escolas regulares e de tempo integral de um total de 119 escolas, perfazendo 33% das escolas elencadas como público para o atual estudo. A coleta de dados ocorreu dentre os anos de 2018 e 2019. RESULTADOS: Foi achado que os gestores consideram a EF como importante à formação integral do estudante (92,5%), que a carga horária semanal deveria ser aumentada (62,5%) e que a disciplina contribui para uma melhoria da prática de atividade física dos estudantes. CONCLUSÃO: A partir da percepção dos gestores das escolas estaduais da cidade de Fortaleza (CE), o componente curricular EF é importante para a formação dos estudantes. Bem como, eles consideram que a carga horária da disciplina poderia ser aumentada por conta da importante influência da disciplina sobre a prática de atividade física.ABSTRACT. Perception of high school managers in Fortaleza on the importance of physical education as curriculum component.BACKGROUND: The Basic Education in Brazil has been through hard moments during 2010 decade. Among these moments, can be put in the spotlight the advance from the MP n° 746/2016 into 13.415/2017 Law and the institutionalization of the New High School level in Brazil. Through this new law, the Physical Education could be excluded from the group of essencial disciplines in the Basic Education. Due to this, many struggling movements took place in order to maintain the Physical Education as an essencial discipline in Basic Education. OBJECTIVE: The research investigated the perception of managers of high schools, belonging to the public network of the state of Ceará, Brazil, on the importance of PE classes. METHODS: The study is characterized as a field and exploratory research, with a quantitative and qualitative cross-sectional character, with the application of a Likert-type questionnaire, with multiple choice items about each question, varying the options between “total disagree”, “Partially disagree”, “partially agree” and “totally agree”. Managers of regular and professional schools participated in the study. Thus, the sample of the present study was composed of 40 regular and full-time school managers from a total of 119 schools, making up 33% of the schools listed as public for the current study. Data collection took place between the years 2018 and 2019. RESULTS: The managers consider the PE important in contribution to the student´s integral formation (92,5%), the workload should be increased (62,5%) and that the discipline contributes to an increase in the amount of the student´s physical activity practice. CONCLUSION: Based on the perception of managers of state schools in the city of Fortaleza-CE, the Physical Education curricular component is important for the formation of students. As well, they consider that the workload of the discipline could be increased due to the important influence of the discipline on the practice of physical activity.
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Kurniati, Kurniati, Rohmad Widodo, and Budiono Budiono. "PERANAN GURU PKN DALAM PEMBENTUKAN KEDISIPLINAN SISWA DI MAN MALANG 1." Jurnal Civic Hukum 3, no. 2 (November 29, 2018): 163. http://dx.doi.org/10.22219/jch.v3i2.8657.
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ABSTRAKSekolah sebagai lembaga pendidikan formal merupakan komponen yang sangat penting dalam mengembangkan sikap disiplin siswa. Karena disekolah siswa dibelajarkan tentang tata tertib dan kedisiplinan, aturan atau tata tertib sekolah berfungsi supaya siswa menjadi disiplin. Secara sederhana disiplin dapat diartikan sebagai sikap patuh, tata dan tertib terhadap peraturan yang berlaku disekolah. Penelitian ini menggunakan pendekatandeskriptif kualitatif yang membahas tentang peranan Guru PKn dalam membina kedisiplinan siswa. Peran disiplin memang sangat penting bagi setiap individu, apalagi bagi peserta didik. Karena sikap disiplin yang muncul dari kesadaran diri seorang anak akan mengantarkan kepada kesuksesan belajar dan tentunya sikap disiplin itu didukung oleh kesadaran mentaati aturan, norma-norma dan tata tertib yang berlaku agar siswa menjadi individu yang tertib, teratur dan disiplin dalam berbagai hal. Tujuan penelitian ini adalah: (1) Mendeskripsikan peranan Guru PKn dalam membina kedisiplinan siswa, (2) Mendeskripsikan kendala yang dihadapi oleh Guru PKn dalam membina kedisiplinan siswa, (3) Mendeskripsikan solusi yang dilakukan oleh Guru PKn dalam mengatasi pelanggaran kedisiplinan siswa. Dari penelitian ini diperoleh kesimpulan yaitu: (1) Guru PKn MAN Malang 1 telah membina kedisiplinan siswa dengan baik, (2) Kendala dari pelaksanaan disiplin sekolah kurang disadari oleh siswa dan cenderung melakukan pelanggaran tata tertib sekolah dan kurang adanya komunikasi antara pihak sekolahdanguru-guru dengan orang tua siswa terhadap masalah kedisiplinan siswa tetapi hanya sebagian dari guru-guru saja. (3) Solusi yang dilakukan dalam mengatasi kedisiplinan siswa, Guru PKn tetap melakukan pengawasan dan selalu mencaritahu permasalahan yang ada pada diri peserta didik dan tentunya pihak sekolah jugaserta guru-guru dan karyawan yang ada di MAN Malang 1 berupaya agar saling kerjasama dalam membina kedisiplinan siswa.Oleh karena itu, tidak hanya petugas tatib saja yang membina kedisiplinan siswa tetapi semua civitas akademik yang ada di MAN Malang 1 harus menyadarinya serta ikut bertanggung jawab yang berkaitan dengan kedisiplinan siswa. Maka dari itu pihak sekolah harus lebih mengefektifkan peraturan tata tertib lebih baik lagi dengan memberikan sanksi kepada siswa yang melakukan pelanggaran agar siswa tidak melanggar peraturan tata-tertib sekolah.Kata kunci : Guru, Siswa, Kedisiplinan.ABSTRACTSchool is formal education institution which is a very important component in developing the students discipline. Since in school the students are taught about the order and discipline, rules or school rules which still work in order to make the students being discipline. Simply discipline can be interpreted as a submissive attitude, order and discipline of the school regulations.This study used a qualitative descriptive approach which discusses about the role of Citizenship teachers in building students discipline. The role of discipline is very important for each individual, especially for the learners. Because of the discipline which appear from a child’s self-awareness will lead to the success of learning and actually discipline was supported by awareness obey the rules, norms and rules that applied in order to make the students become individuals who orderly, organized and discipline in various ways. The purpose of this study were:(1) Describing the role of Citizenship teachers in building the students discipline, (2) Describing the constraints faced by Citizenship teachers in building the students discipline, (3) Describing the solution that applied by Citizenship teachers in addressing violations of the student discipline.From this study we can concluded that: (1) Citizenship teachers at MAN Malang 1 has been built the students with good discipline, (2) The problems in the implementation of school discipline neglected by students and tend to commit violations of school rules and lack of communication among the school and teachers the teacher with students parents on disciplinary problems but only several teachers. (3) The solution was done in addressing student discipline; Citizenship teachers remain to observe and always seek out the existing problems in self-learners and actually also the school and the teachers and employees in MAN Malang 1 should do mutual cooperation in student discipline. Therefore, not only the Rule officer who build the students discipline but all the academic community in Malang MAN 1 should be aware of and take responsibility related to students discipline. Thus the school should streamline further about the disciplinary rules by giving sanction to the student who commits an offense so the students do not violate the rules of school discipline.Keywords : Teacher, Students, Discipline.
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Anggraini, Eka Novia, and Tjipto Subadi. "Pengelolaan Tata Tertib Sekolah Menengah Pertama." Jurnal VARIDIKA 27, no. 2 (May 24, 2016): 144–51. http://dx.doi.org/10.23917/varidika.v27i2.1726.
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The purpose of this study was to describe the planning, organizing, and monitoring the enforcement of school rules in Junior High School 9 Surakarta. Qualitative research with ethnographic design. Research place in Junior High School 9 Surakarta. When the study May to December 2015. The subjects of the research principal, vice principal of student, counseling teachers, teachers, order officers, and students. Data collection techniques through observation, interviews, and documentation. The interview process used is first order and second order understanding understanding. Validity of the data with source triangulation, triangulation method, and triangulation of time. Data analysis techniques with methods groove. Results of the study (1) The planning process of school discipline is done with deliberation involving the principal, vice principal of student, counseling teachers, and teachers, (2) The process of familiarization of the school rules made explanations during the orientation of students, books discipline students, board regulations, as well as the subjects of counseling, (3) Implementation of enforcement of school rules based on awarding points, the type of violation, as well as development, (4) Monitoring and evaluation order continuously conducted to determine the follow-up will be done school to maximize enforcement of school rules.
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Damayanti, Nur, and Asmidir Ilyas. "Self-control profile of students in implementing discipline in school." JPGI (Jurnal Penelitian Guru Indonesia) 3, no. 2 (January 23, 2019): 103. http://dx.doi.org/10.29210/02276jpgi0005.
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<p><em>Discipline is the most important thing for students to succeed in learning. Therefore, students are expected to have high self-control in order to avoid negative behavior. The purpose of this study was to describe behavioral control, cognitive control and decision control of students in carrying out discipline. This research is a descriptive study, the entire population of students of class X and XI in SMKN 1 Kotanopan and as many as 260 samples obtained by 158 students. This research instrument was a questionnaire. Research findings reveal student’s self-control in carrying out discipline in SMKN 1 Kotanopan been good. Suggested to the Guidance and Counseling teacher to provide service and develop programs to improve student’s self-control.</em></p>
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Hurwitz, Sarah, Emma D. Cohen, and Brea L. Perry. "Special Education Is Associated With Reduced Odds of School Discipline Among Students With Disabilities." Educational Researcher 50, no. 2 (January 6, 2021): 86–96. http://dx.doi.org/10.3102/0013189x20982589.
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Students with disabilities are disciplined at disproportionately high rates, despite federal laws designed to ensure disciplinary protection. We examine the association between disability and discipline using a novel approach, investigating whether behavior problems trigger special education referral, and if disciplinary outcomes change once students are enrolled. Using longitudinal data from an urban school district, we estimate lagged variance decomposition models that disaggregate the outcomes of special education services from the behavioral characteristics that prompt disciplinary responses. We find that (1) ongoing disruptive behavior leads to placement in special education and (2) receiving special education is associated with a reduced likelihood of punishment. Earlier identification is vital in order to treat, rather than punish, disruptive behavior.
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Abdullah, Mukhammad. "School Culture to Serve Performance of Madrasah in Indonesia." QIJIS (Qudus International Journal of Islamic Studies) 7, no. 1 (June 3, 2019): 71. http://dx.doi.org/10.21043/qijis.v7i1.4809.
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<p>School cultures grow with school ages, school objectives, social changes, and school level, whose success depends on leadership styles. This study, aims to see school cultures development and attainments of the schools. Taking in Kediri, Indonesia, this study used grounded theory and selected Senior Islamic School (MAN): MAN 1, MAN 2 and MAN Tarokan, 12 participants, and employed theme-based analysis. The study revealed MAN 2 is the best to maintain school cultures and achieve better academic attainments. School cultures are derived from (1) values, norms, and behavior; (2). school physical environment: beauty, security, comfort, tranquility, and cleanliness; (3). school system: quality based, principal leadership, discipline and order, rewards and incentives, expectations for achievement, access to information, evaluation, intensive and open communication. Schools with established school cultures achieve better academic and non-academic attainments.</p>
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Purnayasa, Nyoman. "BIMBINGAN INDIVIDU SEBAGAI UPAYA UNTUK MENINGKATKAN KEDISIPLINAN MENGIKUTI TATA TERTIB SEKOLAH." Journal of Education Action Research 2, no. 2 (July 3, 2018): 97. http://dx.doi.org/10.23887/jear.v2i2.14435.
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This research was conducted in SMP Negeri 2 Singaraja on the students of class IX 1in odd semester, academic year 2016/2017 with condition of student discipline still less appropriate with initial data reach 75% .The purpose of this action research study is to know whether the individual guidance model can improve discipline students in following school rules. Data collection method was observation. Data analysis method was descriptive for qualitative data. The result obtained from this research was individual guidance can improve student discipline in following school order. This is evident from the results obtained in the first cycle increased 80% of the initial data. After the individual guidance and improvement on the weaknesses that exist in cycle I was increased from Cycle I to Cycle II up to 98%. Conclusion obtained from this study is individual guidance can improve student discipline in following school rules
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Adhar, Adhar. "PERAN SERTIFIKASI UNTUK MENINGKATKAN MOTIVASI DAN KEDISIPLINAN GURU DALAM MELAKSANAKAN PEMBELAJARAN." Jurnal Ilmiah Islam Futura 13, no. 1 (August 1, 2013): 71. http://dx.doi.org/10.22373/jiif.v13i1.573.
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This paper examines the relevance of the discipline teacher certification in motivating teachers to implement the learning performance. The learning process has not been able to produce an excellent student as the results of the discipline teachers during the conducting the teaching-learning. The important factor to motivate the teachers is by getting a good through the certification program. Through teacher certification is expected to improve discipline and motivate teachers to have a good lesson plan and improve the quality of teaching-learning at schools. Besides, through certification program, the teachers are better prepared to implement appropriate disciplinary learning lesson plan that has been established at the beginning of the school year. While other important activities, that the teachers are hoped to be able to carry out the learning evaluation at formal education units consistently through the assessment of daily tests, assignments, mid-term and semester examination. The evaluation activity must also be conducted regularly and sustainably in order to improve the quality of teaching in schools. These totally have been conducted well by the certified teacher to manage the class profesional ly in each school.
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Habibi, Ibnu, and Triyo Supriatno. "Charity Punishment in Islamic Boarding School to Improving Santri Discipline." Nazhruna: Jurnal Pendidikan Islam 3, no. 3 (October 25, 2020): 342–54. http://dx.doi.org/10.31538/nzh.v3i3.767.
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The purpose of this article is to analyze and describe the charity punishment in improving the discipline of santri at the Al Amin Bojonegoro, Muhammadiyah Islamic Boarding School (MBS). This article uses a type of qualitative research using a descriptive-analytic approach. To obtain the technical data used were observation, interviews, and documentation. The results of this article indicate that the forms of punishment in Al Amin Bojonegoro Islamic Boarding School are t ta'zir, 'iqab, and charity, all of which aim to improve the discipline of students. The charity punishment is more prioritized in enforcing the sentence of santri in various kinds of activities, namely worship activities, teaching and learning activities in class, and activities in the dormitory in terms of shared time and order. This article's results are expected to become a reference material in enforcing discipline in Islamic institutions or informal educational institutions. Further research can be developed on the effectiveness of charity punishment in the domain of santri, which this paper can be used as reference material.
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Hariono, Tholib, and Mucharommah Sartika Ami. "SISTEM ABSENSI BERBASIS FINGERPRINT DAN PELAPORAN REALTIME MELALUI SMS GATEWAY." SAINTEKBU 10, no. 1 (January 30, 2018): 55–63. http://dx.doi.org/10.32764/saintekbu.v10i1.162.
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In an effort to improve student discipline of school rules, the prevailing student attendance becomes important in order to become a realiable student discipline student's benchmark. But in every school there is often a lot of fraud committed by students such as not going to school without explanation, home school is not appropriate, create a fake license. According to the attendance data that has been in MABU Tambakberas Jombang in the last 5 years has increased the number of student negligence every year. Lack of supervision of parents to students who are mostly students are student at traditional Muslim school Bahrul Ulum Tambakberas Jombang who are parents can not supervise students as much as possible to trigger acts of fraud committed by students. The purpose of making this system is to reduce the level of student neglect and improve student discipline. Supported by fingerprint technology and sms gateway as daily report in andout of student, expected to reduce fraud done by student to control of parent will be discipline through attendance will remain assured and reduce the number of false permit.
Keywords: Attendance, SMS Gateway, Fingerprint, Realtime
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Rachman, Aulia, and Murniati Agustian. "Meningkatkan Kedisiplinan Siswa Melalui Pengelolaan Kelas di SDN 23 Pagi Palmerah Jakart." Jurnal Perkotaan 8, no. 2 (December 21, 2016): 75–93. http://dx.doi.org/10.25170/perkotaan.v8i2.277.
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This study is a classroom action research that aims to improve the students’ discipline by implementing effective classroom management. Discipline is an attitude to obey the order through training, supervision, and habituation. It is created in order, for individuals, to be obedient in school. Classroom management is the effort, in terms of activities, performed teachers, deliberately, to create and to maintain conducive learning situations, to enhance meaningful learning activities (active, effective, efficient, enjoyable), and to reduce boredom. The participants were the fourth grade students of SDN 23 Pagi Palmerah. The research result reported that the students’ discipline was significantly improved. It was proved by the improvement of the level of discipline from 70.75% to 83.49%. It can be inferred that the level of discipline of students can be improved by implementation of effective classroom management.
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Ede, Muhammad Natsir, and Khadijah Binti Daud. "THE FIFTH DISCIPLINE AND TEACHERS COMPETENCE." International Journal for Innovation Education and Research 2, no. 10 (October 31, 2014): 131–38. http://dx.doi.org/10.31686/ijier.vol2.iss10.254.
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This study aims to identify the practice of the learning organization in improving teachers competence. The learning organization run as a guideline for teachers in order to enhance the teachers' spirit in learning. The model used in this learning organization is the Fifth Discipline. It is consist of personal skills, mental models, shared vision, team learning, and system thinking. The Fifth Discipline was developed as a model that can provide a new input for the teachers so that they can learning continue to improve their competency. The method used in this study was mixed methode between quantitative and qualitative methods. This study was conducted at the Junior High School district Sidenreng Rappang South Sulawesi with a total of 500 teachers as samples. The findings of the analysis performed by using SPSS 18.0 indicates that there is a significant correlation (r = .341, p <.05) between the practice of the learning organization and the teachers competency. This analysis indicates that the null hypothesis (Ho) in this study was rejected. This shows that the independent variables of learning organization (X) and the dependent variable of teachers competency (Y) has a positive relationship to improve teacher competence at the Junior High School district Sidenreng Rappang South Sulawesi Indonesia.
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Zhelyazkova, Zlatka, and Mariya Teneva. "CLASSROOM MANAGEMENT AND SUSTAINING DISCIPLINE IN AN ENGLISH-LEARNING CLASS." Proceedings of CBU in Social Sciences 1 (November 16, 2020): 283–88. http://dx.doi.org/10.12955/pss.v1.86.
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The lack of respectful behaviour towards teachers and classmates is considered to be the main problem of Bulgarian schools today. A great number of public school teachers have considered leaving the job or have already quit because of students' misbehaviour and their inability to cope with discipline problems. English language teachers are not an exception in this respect despite the popular view that there is a great motivation for learning foreign languages. The focus of the article is the discipline which is necessary to be created, worked upon and maintained in the classroom throughout the whole of the school year. The study was aimed at defining the aspects of the problem with discipline, collect data regarding the existing situation with classroom management and suggest some strategies and techniques for developing and keeping an effective practice. The results confirmed the theoretical concept that the teacher's goal is not to restore the order through respective reactions to misbehaviour but to organize a system of classroom activities and perform a study that would lead to the prevention of the disruptive actions in the first place.
Research methods: content analysis, pedagogical research, scientific enquiry, percent analysis.
Scope and results of the study: The study was performed with pedagogical students in the specialty Primary School Education with a Foreign Language at the Faculty of Education at Trakia University, Stara Zagora, Bulgaria. The results point at a desperate need for change in the practice of language teaching in the country so as to face adequately the new generations of students with their attitudes and characteristics.
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GRIDINA, Vera V., Elena N. CHEKANUSHKINA, Kuanysh L. KISMETOV, Raziya F. AKHTARIEVA, and Railya R. SHAPIROVA. "PROFESSIONAL PREPARATION OF TEACHERS IN THE USA FROM THE PERSPECTIVE OF PROFESSIONALISM AND COMPETENCE." Periódico Tchê Química 16, no. 32 (August 20, 2019): 406–23. http://dx.doi.org/10.52571/ptq.v16.n32.2019.424_periodico32_pgs_406_423.pdf.
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The relevance of the study is in the fact that modern school and university teachers are limited by the frameworks of one discipline and thus their professional growth is only limited by the gradual recitation of the provisions of one or another subject in the senior school not allowing them developing interdisciplinary courses. The authors of the paper consider the problem much deeper and define that the teachers’ opportunity to increase their professional knowledge is based on the provision of the necessary preparation of teachers in order to not only let them teach their own discipline but also to let them implement the interdisciplinary approach. The novelty of the paper is in the fact that it does not say that the teacher should give several courses and thus have the idea of the structure of some or other discipline. For the authors of the paper, the main component is the need in the preparation of the senior school teacher of both technical and humanitarian disciplines, which allows precisely demonstrating the interdisciplinary connections in the process of education. The paper reveals the parameters of such qualification and presents the model that allows assessing the extent teachers may apply the obtained knowledge in practice. The implementation of the paper’s provision in the field of the pedagogical practice is seen by the authors in the development of the programs of the professional preparation of teachers in the process of their work and further improvement of their professional knowledge.
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Çil, Emine. "Integrating Botany with Chemistry & Art to Improve Elementary School Children’s Awareness of Plants." American Biology Teacher 77, no. 5 (May 1, 2015): 348–55. http://dx.doi.org/10.1525/abt.2015.77.5.5.
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Students need to be aware of plants in order to learn about, appreciate, care for, and protect them. However, research has found that many children are not aware of the plants in their environment. A way to address this issue might be integration of plants with various disciplines. I investigated the effectiveness of an instructional approach based on integration of botany with chemistry and art for increasing students’ awareness of plants. The study was carried out in a science summer school for 10- to 12-year-old students (n = 25). A plant awareness questionnaire and a plant blindness test were used as pretests and posttests to assess the effects of the instruction on the students’ plant awareness. Semi-structured interviews were also conducted with the students after instruction. The results indicated that integrating plants with various disciplines might overcome the learning problem of students associated with their “plant blindness.” Moreover, this instructional approach can provide students opportunities to learn the names of plants and some concepts in the botanical discipline, as well as help them understand the relationship between plants and other disciplines.
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Aryani, Ine Kusuma. "INTEGRASI PENDIDIKAN LALU LINTAS DI SEKOLAH." Tunjuk Ajar: Jurnal Penelitian Ilmu Pendidikan 2, no. 1 (February 28, 2019): 40. http://dx.doi.org/10.31258/jta.v2i1.40-54.
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Traffic and road transport has a strategic role to support national development and integration as part of efforts to promote public welfare as mandated by the 1945 Constitution of the Republic of Indonesia. As part of a transportation system that has to be developed its potential and role to create security, safety, discipline and smooth traffic and road transportation in order to support economic development and the development of science and technology, in Law number 22 of 2009 concerning traffic and road transportation, it is explicitly stated that there is a sharpening of the formulation of principles and objectives, which is in addition to creating traffic and road transportation that is safe, secure, discipline, smooth and integrated with other transportation models, the Law aims at supporting the national economy, realizing public welfare and national unity, and upholding the dignity of the nation. Therefore, aspects of security and safety are a concern in realizing ethics and cultures in a cross-disciplined manner, through efforts of guidance and education from an early age in elementary schools in a sustainable manner so that it is expected to reduce the number of traffic accidents which tend to be dominated by school age. One reason is due to the many violations and less knowledge of legal awareness in traffic. Ethics and cultural of traffic is implemented in the teaching and learning process that is integrated through 2013 curriculum since early age with techniques and methods of learning that are conducive and correct with teaching materials for elementary school so they understand traffic procedures that can benefit themselves and others, and in the end can realize security, safety, order and smooth traffic.
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Belle, Louis Jinot. "Student Discipline Management: An Examination of the State Secondary School Principal’s Leadership in Mauritius." International Research in Education 6, no. 1 (January 18, 2018): 30. http://dx.doi.org/10.5296/ire.v6i1.12271.
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The purpose of this study was to determine the leadership approaches that state secondary school principals adopt in Mauritius in order to manage student discipline. Semi-structured interviews and non-participant observation were done in this multisite case study. Purposive convenient sampling was used to gather information from 84 participants. It was found that principals use visionary leadership, distributed leadership, learner leadership, inclusive leadership and ethical leadership. This is the result of the political and legal framework, the unwillingness of the educators to assume their professional commitment to discipline students, the complicated protocol to be observed by principals to address indiscipline, and the feeling of disempowerment of the principal to manage student behaviour due to the centralisation of the education system. The study recommends for a mix of leadership approaches to ensure effective student discipline.
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MULANI, Sri. "RELATIONSHIP OF TRANSFORMATIONAL LEADERSHIP OF SCHOOL PRINCIPLE AND TEACHER DISCIPLINE WITH THE QUALITY OF EDUCATION SERVICES." JKP | Jurnal Kepemimpinan Pendidikan 2, no. 1 (June 11, 2019): 205–22. http://dx.doi.org/10.22236/jkpuhamka.v2i1.3815.
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The purpose of this study was to analyze the relationship between Principal Transformational Leadership and Teacher Work Discipline with the Quality of Education Services in East Jakarta High School. This research uses survey and correlation methods. The study used questionnaires, tests and structured interviews. The number of samples was 145 teacher employees who were randomly selected using the Slovin formula. The results showed that there was a positive relationship between Principal Transformational Leadership and Teacher Work Discipline with the Quality of Education Services in East Jakarta High School. This finding recommends that to improve the quality of teacher services it is recommended to increase the value of transformational leadership and improve teacher work discipline in order to become a culture of teacher virtue in providing good educational services.
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Ningsih, Ruddat Ilaina Surya. "Peran Pengurus Pondok Pesantren Dalam Pembinaan Karakter Kedisiplinan Santri di Pondok Thoriqul Huda Ponorogo." ASKETIK 3, no. 2 (December 25, 2019): 189–95. http://dx.doi.org/10.30762/ask.v3i2.1587.
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This study aims to: 1) find out the role of boarding school administrators in fostering the character of students in the disciplines of Pondok Thoriqul Huda Ponorogo; 2) Knowing the forms of character building for students in the disciplines of Pondok Thoriqul Huda Ponorogo.This research is a qualitative research. The primary data source is the head of the boarding school and the board of management of the Thoriqul Huda boarding school. Data collection techniques in this study were observation, interviews and documentation. The data analysis technique is data reduction, data presentation, data conclusion.The results in this study can be seen that 1) the role of the board administrators in fostering the disciplinary character of students, namely: a) awakening students to perform congregational prayers at asr and dawn; b) guiding the students in carrying out activities in the Islamic Boarding School; c) discipline the students in the departure of the judiciary; d) impose sanctions on students who violate the rules of the order of the cottage; e) motivating students to study harder in Islamic boarding schools, while the role played by board administrators is an active role. Furthermore, the results of the second research) form the formation of students' disciplinary character through a participatory approach, the form of guidance is divided into two, namely: a) socialization of the rules of the boarding school when students register at the cottage witnessed by parents; b) routine or programmed socialization once a month precisely on the fourth week or called yaumul reckoning for the students
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Spicer, Christa, and Daniel B. Robinson. "Alone in the Gym: A Review of Literature Related to Physical Education Teachers and Isolation." Kinesiology Review 10, no. 1 (February 1, 2021): 66–77. http://dx.doi.org/10.1123/kr.2020-0024.
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Feelings of isolation have long been found to be experienced by many teachers, particularly by those within some specialist disciplines, including physical education (PE). The potential effects of teacher isolation are undesirable and plentiful. They include a lessening of interest in one’s work, burnout, and/or an absence of community connection. Given the uniqueness of their discipline, PE teachers may especially be impacted by the following: Their discipline is “low status” and marginalized, they are frequently both physically and psychologically isolated from their peers, and they often are one of very few PE specialists in a school. Given these sorts of unique challenges for PE teachers, the authors undertook a scoping review of literature in order to gather and provide a comprehensive and up-to-date account of peer-reviewed literature related to PE teachers and isolation, as well as offer implications for PE research and practice.
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Chistolini, Sandra. "Citizenship Education and Teacher Training. Research and Practice in Italy." European Journal of Education 2, no. 3 (September 25, 2019): 51. http://dx.doi.org/10.26417/ejed.v2i3.p51-63.
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Since 2008-2009, the discipline "Citizenship and Constitution" was introduced by the Law 169/2008, in all Italian schools. From pre-primary to upper secondary school, the intention has been to promote the formation of social awareness and critical consciousness to educate good citizens. The culture of Citizenship and Constitution has assumed then a permanent, structural character in schools. The concept of citizenship has gone through various definitions, it is prevailing the idea of uniting citizenship with the content of the Constitution, thereby reinvigorating the map of common values. More recent is the concept of active citizenship, interpreted in terms of participation and social and civil action in the local, national and European community. The university curriculum of teacher education contemplates the discipline ‘Intercultural Pedagogy and Citizenship Education’ in order to prepare students to become responsible teachers towards social critical themes such as the question of human rights. This article presents results on the cultural relevance of learning Citizenship values as part of curricula both in school and at University and gives the essential reasons to prepare students to become teachers for a school able to orienting children towards democratic citizenship.Keywords: citizenship education, italian constitution, teacher education, human rights, university curriculum
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Wigati, Sri. "PENGARUH KEDISIPLINAN SISWA TERHADAP PRESTASI BELAJAR SISWAKELAS X-IPA SMA NEGERI 15 SEMARANG." Jurnal Karya Pendidikan Matematika 6, no. 1 (April 5, 2019): 22. http://dx.doi.org/10.26714/jkpm.6.1.2019.22-26.
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Education of the generation of the nation, especially the younger generation, is one of the things that must be considered in order to improve and develop the Indonesian nation. All parties related to the achievement of educational success must cooperate. Starting from the school, parents, government, or the community. One of the successes of education can be seen from learning achievement. In terms of learning, discipline is one of the factors that must be considered. Based on observations made by researchers at Semarang State High School 15, there are still many students who still violate school rules. Therefore, researchers want to know the effect of discipline on student learning outcomes. The research sample was 60 students from 252 students of class X-IPA. The method of data collection is done by using questionnaires and observations. The results of this study indicate that student discipline on student achievement is very influential and it can be seen that the average student discipline is 3.1 which includes the Very Good (SB) category. The Very Good categorized average is directly proportional to student achievement results with an average of 82.
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Sun, Hong Li, and Yun Long Ding. "Selection and Evaluation of Maritime Universities’ Discipline Construction Model." Applied Mechanics and Materials 256-259 (December 2012): 3008–15. http://dx.doi.org/10.4028/www.scientific.net/amm.256-259.3008.
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Discipline construction is the foundation of school operation and the key link of a university’s development. Generally speaking, discipline construction of maritime universities can be concluded to four models: vocational education model, mutual development of practice and scientific research model, derivative discipline development model and large-scale integrated development model. Through the comprehensive assessment of the four models by the use of lattice order decision-making method with interval numbers, the advantages and disadvantages of each model are clearly shown. Taking the economic and social factors into consideration, we can see that mutual development of practice and scientific research model is the most suitable model for maritime universities’ discipline construction in China, which provides important reference value and contributes to the development of our discipline construction.
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Jeslin, Jeslin, Sarinah Sarinah, and Achmad Irvan Dwi Putra. "Prestasi Belajar ditinjau dari Kedisiplinan pada Siswa Perguruan Setia Budi Abadi Perbaungan." Journal of Education, Humaniora and Social Sciences (JEHSS) 2, no. 1 (August 6, 2019): 24–35. http://dx.doi.org/10.34007/jehss.v2i1.48.
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This study aims to determine the relationship between discipline and academic achievement. The hypothesis of this study states that there is a positive relationship between discipline and academic achievement. Subjects of this study were 123 students of Perguruan Setia Budi Abadi Perbaungan. Data were obtained from the school report card to measure academic achievement and data were obtained from a scale to measure discipline. Data were analyze by Spearman’s Rank Order Correlation with SPSS 20 for Windows. The results of data analysis showed that the correlation coefficien was 0,688 (p<0,05). It showed that there is a positive relationship between discipline and academic achievement. From these results it is concluded that the hypothesis stating there is a positive relationship between discipline and academic achievement is acceptable.
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Elviana, Rita Novia, Hosnan Hosnan, and Suparno Suparno. "Peran Guru Dalam Menanamkan Karakter Disiplin Pada Siswa Kelas IV Melalui Kegiatan Pembelajaran Di SDN Karawaci Baru 6." Primary: Jurnal Pendidikan Guru Sekolah Dasar 10, no. 3 (June 27, 2021): 641. http://dx.doi.org/10.33578/jpfkip.v10i3.8134.
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Discipline is one of the keys to success. Discipline is not only owned by students;but all jobs also must own discipline to show that the values of obedience and order are in accordance with the applicable norms and rules. Teachers also play an importand role to overcome the lack of discipline among students since students spend a lot of time at school with teachers, especially class teachers. This study aimed to determine how teachers embedded discipline to grade IV students through learning activities. The method used in this study was descriptive qualitative method. The data were collected through interview, observation, and documentation techniques. The resukts of this study indicated that teachers of SDN Karawaci Baru 6 were able to embed the discipline character to grade IV students and knew how to achieve subject characteristics through learning activities.
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Detman, Detman. "The Influence Of Emotional Intelligence And Learning Discipline On Ips Economics Study High School Ekasakti Padang." Jurnal Ilmiah Pendidikan Scholastic 2, no. 2 (October 28, 2018): 169–78. http://dx.doi.org/10.36057/jips.v2i2.278.
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This research is motivated by the problem of emotional intelligence and discipline of learning on learning outcomes of accounting SMA Ekasakti. The purpose of this study was to determine and describe the influence of emotional intelligence and discipline of learning on learning outcomes of accounting students of class XI Social SMAN Ekasakti Padang. The hypothesis of this study is suspected that there is positive and significant correlation between emotional intelligence and discipline of learning on learning outcomes of accounting students of class XI Social SMA Ekasakti Padang. This research is a quantitative approach Correlational the entire population of students of class XI Social SMA Ekasakti Padang as many as 78 students. Sampling was done by way of random sampling technique in which the individual is drawn at random from the class XI IPS1, IPS2 to class XI XI IPS3. Samples were taken by 43 students by using Slovin formula. The independent variable in this paper is emotional intelligence (X1), the discipline of learning (X2) and the dependent variable is the student learning outcomes (Y). Data emotional intelligence and discipline of student learning gained from the questionnaire / questionnaire.
Analysis of the data used is a statistical data analysis techniques to find the influence of emotional intelligence and discipline of learning on learning outcomes and tested multiple regression analysis and coefficient of determination. From the results penalitian, multiple regression coefficients obtained for emotional intelligence variable Y = 88.580 + 0.051 + e shows the r-sig 0.000 alpha ≤ 0.05. and the regression coefficient for the variable Y = 87.580 learn discipline + 0.077 + e shows r-sig ≤ 0.001 alpha of 0.05. R Square of 0.704 or 70.40%. So it is concluded that in this penalitian a positive influence of emotional intelligence and discipline of learning on learning outcomes of accounting students of class XI Social SMAN Ekasakti. The results of this study are expected to be material information and the input of the academic community, especially the teachers as teachers, parents and the community in order to improve emotional intelligence and discipline of learning on the learner.
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Elvasusanti, Elvasusanti, Syamsudduha Syamsudduha, and Ulfiani Rahman. "The Effect of Madrasah Head Leadership Style and Work Motivation on Work Discipline of Madrasah Aliyah Teachers." Jurnal Ilmiah Ilmu Administrasi Publik 9, no. 1 (June 9, 2019): 1. http://dx.doi.org/10.26858/jiap.v9i1.9312.
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The purpose of this study was to discuss the influence of the leadership style of Madrasah heads and work motivation on the work discipline of Madrasah Aliyah teachers in the North Polongbangkeng District of Takalar District. This study aims to determine the effect of Madrasah head leadership and work motivation on the work discipline of Madrasah teachers. This study uses a type of descriptive and inferential quantitative research. Data collection techniques used in this study were observation, questionnaire and documentation. The population in this study were 101 teachers, with a total sample of 30 teachers from 101 teachers of Madrasah Aliyah Manongkoki, Madrasah Aliyah Muhammadiyah Palleko, Madrasah Aliyah Tarbiyah Islamic Boarding School and Assalam Islamic Boarding School Madrasa in Polongbangkeng District North Takalar District. Based on the results of this study, it is known that the style of Madrasah head leadership has a significant effect on the work discipline of Madrasah Aliyah teachers in Polongbangkeng District. This means that leadership styles must be effective in order to influence the work discipline of teachers. Work motivation towards work discipline of Madrasah Aliyah teachers in Polongbangkeng Subdistrict, if the discipline wants to be improved, the motivation of the teacher's work must also be increased. Together, leadership style and work motivation have a significant effect on the work discipline of Madrasah Aliyah in Polongbangkeng District.
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SUMMERS, CAROL. "‘SUBTERRANEAN EVIL’ AND ‘TUMULTUOUS RIOT’ IN BUGANDA: AUTHORITY AND ALIENATION AT KING'S COLLEGE, BUDO, 1942." Journal of African History 47, no. 1 (March 2006): 93–113. http://dx.doi.org/10.1017/s002185370500085x.
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Staff petitions, sexual and disciplinary scandal and open riot pushed Buganda's leaders to close Budo College on the eve of Kabaka (King) Muteesa II's coronation. The upheaval at the school included a teachers' council that proclaimed ownership of the school, student leaders who manipulated the headmaster through scandal and school clubs and associations that celebrated affiliation over discipline. Instead of enacting and celebrating imperial partnership and order in complex, well-choreographed coronation rituals, the school's disruption delineated the fractures and struggles over rightful authority, order and patronage within colonial Buganda, marking out a future of tumultuous political transition.
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Garton, Alison F. "Specific Aspects of the Transition from Primary School to High School." Australian Educational and Developmental Psychologist 4, no. 1 (May 1987): 11–16. http://dx.doi.org/10.1017/s0816512200025530.
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ABSTRACTIn considering specific aspects of the transition from primary school to high school, children's expectations were sought prior to their making the transition. This paper examines the expectations 335 students had of five aspects of high school, elicited by means of a questionnaire. The five aspects were: (a) the high school building; (b) the rules and discipline at high school; (c) the work; (d) the teachers; and (e) the other, older, students. The attitudes and expectations were found to reflect the degree of contact the students had had with the high school, itself dependent on the policy of the high school with respect to induction programs for in-coming students. A call is made for greater liaison between educational institutions, in the form of greater continuity and sequencing of curricula and transition programs in order to allay the expressed anxieties and to dispel any misconceptions.
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Benji-Rabinovitz, Shiran, and Izhak Berkovich. "Psychological ownership of a team of change agents during second-order change in schools and its implications for school culture." International Journal of Educational Management 35, no. 1 (September 1, 2020): 75–86. http://dx.doi.org/10.1108/ijem-05-2020-0279.
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PurposeTaking ownership is considered vital for sustaining change in organizations, particularly when second-order changes are the goal. Yet, few studies explored psychological ownership of change agents in educational organizations. Moreover, no knowledge exists on how agents' individual psychological ownership augments psychological ownership in schools and on how collective psychological ownership of change relates to school culture. The present study aims to address these two lacunae.Design/methodology/approachA case study method was adopted to investigate the psychological ownership of teams of change agents in schools. Six Israeli secondary state religious schools adopting a new liberal curricular program were studied. Thirty one interviews were conducted with principals, program coordinators, mid-level teacher leaders and teachers who were active change agents in the promotion of the program. The interviews were complemented by quantitative data on students' perceptions of school discipline and tolerance of diversity based on the national school culture survey.FindingsThe analyses revealed the prevalence of three types of psychological ownership in the sample of schools. The analyses also showed how key components of psychological ownership, i.e. responsibility and territoriality in relation to change manifest in the schools that were explored. Institution-level analysis shed light on the different effects psychological ownership of the change team had on sharing within the faculty. In addition, analyses showed how the scope of agreement between two key change agents, the program initiator and the principal, on psychological ownership affected various psychological ownership aspects of the team. Last, the analysis shows that two types of collective psychological ownership emerged in the course of a liberal school change, and that types were differently related to school outcomes.Originality/valueThe study offers an innovative typology of collective psychological ownership during second-order change in schools, mapping two ideal types: cooperative and fragmented collective psychological ownership. The new types provide a better understanding of the dynamic of collective psychological ownership and its outcomes in organizations in general and schools in particular.
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Kelly, J., and B. Pohl. "Using Structured Positive and Negative Reinforcement to Change Student Behavior in Educational Settings in order to Achieve Student Academic Success." Multidisciplinary Journal for Education, Social and Technological Sciences 5, no. 1 (March 29, 2018): 17. http://dx.doi.org/10.4995/muse.2018.6370.
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<p class="Textoindependiente21">Typically, classroom management approaches for dealing with disruptions and misbehavior from students involve the use of various forms of punishment: removal from the classroom, fines, in-school and out-of- school suspensions, or expulsions (Garret, 2015). However, traditional classroom management methods have yielded very little positive results. Some would even argue that classroom behaviors are escalating out of control. Using research based approaches; this article’s goal is to help teachers discover student-centered approaches that will positively improve discipline inside the classroom.</p>
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Himawan, Himawan, Dede Cahyadi, and Munawati Munawati. "PROTOTYPE SISTEM INFORMASI PERHITUNGAN NILAI POIN PELANGGARAN TATA TERTIB PADA SMK YUPPENTEK 1 TANGERANG." CCIT Journal 9, no. 3 (August 17, 2016): 336–43. http://dx.doi.org/10.33050/ccit.v9i3.470.
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creating a school atmosphere orderly and discipline is very important. Therefore is necessary to a regulation rules which would regulate the behavior patterns of students in the school. But with a growing pattern of student behavior, violation of school rules are common, especially in SMK Yuppentek 1 Tangerang. As a teacher in charge of providing services and counseling to students, it is the responsibility of counseling teachers to provide guidance to students with problems. Not many schools are aware of the importance of the use of information and communication technologies so that the process of recording and calculating the value of point offense, coaching up sanctions against students who violate the order was carried out with conventional systems. This resulted in the BK teachers takes a long time to handle students who have problems of having to create some bookkeeping records violation and fill the violation book manually so that the handling results are often invalid. In addition, delivery of information about good and bad behavior of students in the school to parents or guardians of students experiencing difficulties. In order to help the BK teacher performance, it needs to be made a system to calculate the point value rules violation at SMK YUPPENTEK 1 Tangerang. By using the methodology of research in the form of a SWOT analysis, it is expected that the system can simplify and accelerate the process of calculation of point offense, coaching until the sanctions to students who violate rules, and the delivery of information to parents or guardians of the student's behavior will be faster.In addition, principals can also find charts the level of discipline students based on grade level and department.