Relevant bibliographies by topics / Students School discipline

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Students School discipline'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Students School discipline"

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

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The racial discipline gap—the finding that Black and Latino students are more likely to be disciplined at school than White students, and often more harshly—has implications for students’ academic success. This study concluded that differences in students’ behavior do not fully explain the disproportionate likelihood that Black students are disciplined for fighting at school. Black students were found to be significantly more likely than White students to be cited for physical fights in schools.
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Jarvis, Shoshana N., and Jason A. Okonofua. "School Deferred: When Bias Affects School Leaders." Social Psychological and Personality Science 11, no. 4 (October 10, 2019): 492–98. http://dx.doi.org/10.1177/1948550619875150.

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In the classroom, Black students are disciplined more frequently and more severely for the same misbehaviors as White students. Though teachers have influence over disciplinary actions, the final decisions for exclusionary discipline (i.e., suspensions and expulsions) are principals’ responsibility. We test how principals make disciplinary decisions in a preregistered experiment. Principals endorsed more severe discipline for Black students compared with White students across two time points. Further, this discipline severity was explained through Black students being more likely to be labeled a troublemaker than White students. Future efforts should focus on principals in order to mitigate the negative impacts of the school-to-prison pipeline.
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Baumann, Chris, and Hana Krskova. "School discipline, school uniforms and academic performance." International Journal of Educational Management 30, no. 6 (August 8, 2016): 1003–29. http://dx.doi.org/10.1108/ijem-09-2015-0118.

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Purpose – The purpose of this paper is to examine the role of school discipline in achieving academic performance. The study aims to clarify the role of permissive vis-à-vis authoritative teaching styles with an overarching hypothesis that better discipline leads to better academic performance. The authors also probe whether uniformed students have better discipline. Design/methodology/approach – The authors analyse Organisation for Economic Co-operation and Development’s Programme for International Student Assessment data on school discipline dimensions: students listening well, noise levels, teacher waiting time, students working well, class start time. Analysis of variance (ANOVA) with post hoc analysis on five geographic groups established by Baumann and Winzar (2016) was applied to test for geographic differences (Europe, Americas, Far East Asia, Rest of Asia, Anglo-Saxon cluster) in school discipline. ANOVA was further used to test for school discipline and academic performance. Third, t-tests on five discipline dimensions were run to test for differences between students who wear uniforms and those who do not. Findings – The results demonstrate differences in school discipline across five geographic clusters, with East Asia leading the way. The authors demonstrate significant differences in discipline for low, medium and high performing students. Peak-performing students have the highest level of discipline. Students wearing a uniform listen better with lower teacher waiting times. Originality/value – Students peak perform when teachers create a disciplined atmosphere where students listen to teachers, where noise levels in the classroom are low and they do not have to wait to start class and teach. Good discipline allows students to work well and this ultimately leads to better academic performance. Uniforms contribute to better discipline in everyday school operations. The findings support that in general, implementing school uniforms at schools might enhance discipline and allow for better learning. The authors recommend keeping uniforms where they are already used and to consider introducing uniforms where they are not yet common.
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Kitchens, Karin, and NaLette Brodnax. "Race, School Discipline, and Magnet Schools." AERA Open 7 (January 2021): 233285842110338. http://dx.doi.org/10.1177/23328584211033878.

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School environment plays an important role in student outcomes. Increasingly, research has also highlighted the role school environment plays in the White–Black suspension gap. We test whether magnet schools reduce the White–Black suspension gap using data from Tulsa Public Schools. Using student-level and incident-level data from Tulsa, Oklahoma, we explore whether Black students receive exclusionary discipline at lower rates in magnet schools than in traditional schools compared with White students. Using matching techniques to minimize selection bias, we find that magnet schools in Tulsa are associated with a reduction in the racial suspension gap. In magnet schools in Tulsa, we do not find a racial gap in severity of incident or days assigned.
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Morris, Edward W. "“Tuck in that Shirt!” Race, Class, Gender, and Discipline in an Urban School." Sociological Perspectives 48, no. 1 (March 2005): 25–48. http://dx.doi.org/10.1525/sop.2005.48.1.25.

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This article explores how schools reproduce race, class, and gender inequality through the regulation of students' bodies. Using ethnographic data from an urban school, I examine how assumptions guiding bodily discipline differed for different groups of students. First, adults at the school tended to view the behaviors of African American girls as not “ladylike” and attempted to discipline them into dress and manners considered more gender appropriate. Second, school officials tended to view the behaviors of Latino boys as especially threatening, and members of this group often received strict, punitive discipline. Third, school officials tended to view the behaviors of white and Asian American students as nonthreatening and gender appropriate and disciplined these students less strictly. To conclude, I discuss the importance of viewing race, class, and gender in schools simultaneously and the problems associated with disciplinary reform in education.
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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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Perry, Brea L., and Edward W. Morris. "Suspending Progress." American Sociological Review 79, no. 6 (November 5, 2014): 1067–87. http://dx.doi.org/10.1177/0003122414556308.

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An influential literature in criminology has identified indirect “collateral consequences” of mass imprisonment. We extend this criminological perspective to the context of the U.S. education system, conceptualizing exclusionary discipline practices (i.e., out-of-school suspension) as a manifestation of intensified social control in schools. Similar to patterns of family and community decline associated with mass incarceration, we theorize that exclusionary discipline policies have indirect adverse effects on non-suspended students in punitive schools. Using a large hierarchical and longitudinal dataset consisting of student and school records, we examine the effect of suspension on reading and math achievement. Our findings suggest that higher levels of exclusionary discipline within schools over time generate collateral damage, negatively affecting the academic achievement of non-suspended students in punitive contexts. This effect is strongest in schools with high levels of exclusionary discipline and schools with low levels of violence, although the adverse effect of exclusionary discipline is evident in even the most disorganized and hostile school environments. Our results level a strong argument against excessively punitive school policies and suggest the need for alternative means of establishing a disciplined environment through social integration.
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Sudaryono, Sudaryono, and Ine Kusuma Aryani. "School Policy in Improving Discipline Character of Elementary School Students." Dinamika Jurnal Ilmiah Pendidikan Dasar 13, no. 2 (September 22, 2021): 101. http://dx.doi.org/10.30595/dinamika.v13i2.11554.

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This research was conducted to find out, explore, study, and describe the implementation of disciplinary character education in elementary schools and expected to help find the right policies to support the successful implementation of character education. The type of data used is secondary data. This research uses the literature study method. The data obtained were collected, analyzed, and concluded obtain conclusions about the literature study. Based on the research results, literature studies from several research results and journal articles indicate that implementation school policies by establishing good cooperation between all school residents and school committees can increase the success of the implementation of character education in elementary schools.
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Anderson, Kaitlin P., and Gary W. Ritter. "Disparate use of exclusionary discipline: Evidence on inequities in school discipline from a U.S. state." education policy analysis archives 25 (May 22, 2017): 49. http://dx.doi.org/10.14507/epaa.25.2787.

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There is much discussion in the United States about exclusionary discipline (suspensions and expulsions) in schools. According to a 2014 report from the U.S. Department of Education’s Office for Civil Rights, Black students represent 15% of students, but 44% of students suspended more than once and 36% of expelled students. This analysis uses seven years of individual infraction-level data from public schools in Arkansas. We find that marginalized students are more likely to receive exclusionary discipline, even after controlling for the nature and number of disciplinary referrals, but that most of the differences occur across rather than within schools. Across the state, black students are about 2.4 times as likely to receive exclusionary discipline (conditional on reported infractions and other student characteristics) whereas within school, this same conditional disparity is not statistically significant. Within schools, the disproportionalities in exclusionary discipline are driven primarily by non-race factors such as free- and reduced-price lunch (FRL) eligibility and special education status. We find, not surprisingly, that schools with larger proportions of non-White students tend to give out longer punishments, regardless of school income levels, measured by FRL rates. Combined, these results appear to indicate multiple tiers of disadvantage: race drives most of the disparities across schools, whereas within schools, FRL or special education status may matter more.
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Nandeke, Erick, Sammy K. Chumba, and Catherine Kiprop. "Rethinking of Public Secondary Schools Discipline in Kenya." European Scientific Journal, ESJ 13, no. 19 (July 31, 2017): 156. http://dx.doi.org/10.19044/esj.2017.v13n19p156.

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

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Chan, Yin-chun. "School deviance and the role of the discipline master in some Hong Kong secondary schools." [Hong Kong : University of Hong Kong], 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12840907.

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Eddy, Thomas M. McNeal Larry. "Teacher and student perceptions of school environment and student discipline." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819892.

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Thesis (Ed. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 14, 2006. Dissertation Committee: Larry McNeal (chair), Paul J. Baker, Lemuel W. Watson, Joe Parks. Includes bibliographical references (leaves 102-112) and abstract. Also available in print.
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King, Joseph Dain. "The effects using positive statements in a discipline code on sixth grade students." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1998. http://www.kutztown.edu/library/services/remote_access.asp.

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Bracy, Nicole L. "Learning locked down evaluating the treatment of students' rights in high security school /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 272 p, 2009. http://proquest.umi.com/pqdweb?did=1818417591&sid=4&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Pro, Amy Louise McFarland. "Social and academic factors that influence the behavior of students assigned to a disciplinary alternative education program /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Dehlinger, Robin G. "An investigation into unitary status and the overrepresentation of black students in school discipline as measured by out-of-school suspensions in secondary schools within the 67 Florida public school districts." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002042.

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McMasters, Christine. "Student and teacher perceptions of discipline at the middle school level." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002mcmastersc.pdf.

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Chan, Kam-wai Dennis. "Unruly pupils in a Hong Kong secondary school : a case study /." [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13834277.

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Gillan, Kevin P. "Technologies of power : discipline of Aboriginal students in primary school." University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0183.

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This study explored how the discursive practices of government education systemic discipline policy shape the behaviour of Aboriginal primary school students in an urban education district in Western Australia. First, this study conducted a Foucauldian genealogical discourse analysis of the historical and contemporary discursive forces that shaped systemic discipline policy in Western Australian government schools between 1983 and 1998 to uncover changing discursive practices within the institution. This period represented a most turbulent era of systemic discipline policy development within the institution. The analysis of the historical and contemporary discursive forces that shaped policy during this period revealed nine major and consistent discursive practices. Secondly, the study conducted a Foucauldian genealogical discourse analysis into the perspectives of key interest groups of students, parents and Education Department employees in an urban Aboriginal community on discipline policy in Education Department primary schools during the period from 2000 to 2001; and the influence of these policies on the behaviour of Aboriginal students in primary schools. The analysis was accomplished using Foucault's method of genealogy through a tactical use of subjugated knowledges. A cross section of the Aboriginal community was interviewed to examine issues of consultation, suspension and exclusion, institutional organisation and discourse. The study revealed that there are minimal consistent conceptual underpinnings to the development of Education Department discipline policy between 1983 and 1998. What is clear through the nine discursive practices that emerged during the first part of the study is a strengthened recentralising pattern of regulation, in response to the influence of a neo-liberal doctrine that commodifies students in a network of accountability mechanisms driven by the market-state economy. Evidence from both genealogical analyses in this study confirms that the increasing psychologisation of the classroom is contributing towards the pathologisation of Aboriginal student behaviour. It is apparent from the findings in this study that Aboriginal students regularly display Aboriginality-as-resistance type behaviours in response to school discipline regimes. The daily tension for these students at school is the maintenance of their Aboriginality in the face of school policy that disregards many of their regular cultural and behavioural practices, or regimes of truth, that are socially acceptable at home and in their community but threaten the 'good order' of the institution when brought to school. This study found that teachers and principals are ensnared in a web of governmentality with their ability to manoeuvre within the constraints of systemic discipline policy extremely limited. The consequence of this web of governmentality is that those doing the governing in the school are simultaneously the prisoner and the gaoler, and in effect the principle of their own subjection. Also revealed were the obscure and dividing discursive practices of discipline regimes that contribute to the epistemic violence enacted upon Noongar students in primary schools through technologies of power.
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Lam, Leung Yin-ting Teresa. "Perceptions of school climate in the eyes of teachers and students : a case study /." Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13890918.

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Books on the topic "Students School discipline"

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Tobin, Susan G. School discipline of students with disabilities. Columbus: Ohio Legal Rights Service, 1999.

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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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1916-, Adams Sam, ed. School discipline: The art of survival. Baton Rouge, LA: Land and Land Pub. Division, 1987.

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North Carolina. General Assembly. Legislative Research Commission. Unruly students: Report to the 1989 General Assembly of North Carolina, 1989 session. [Raleigh, N.C.]: The Commission, 1988.

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Unit, University of the State of New York Office of Vocational and Educational Services for Individuals with Disabilities Special Education Policy. Discipline procedures for students with disabilities. Albany, N.Y: The Department, 2001.

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Narodowski, Mariano. Especulación y castigo en la escuela secundaria. Tandil: Universidad Nacional del Centro de la Provincia de Buenos Aires, Facultad de Ciencias Humanas, Departamento de Ciencias de la Educación, 1993.

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Beyer, Dorianne. School safety and the legal rights of students. [New York, N.Y.]: ERIC Clearinghouse on Urban Education, 1997.

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Phillips, Vicki. Empowering discipline: An approach that works with at-risk students. Carmel Valley, CA: Personal Development Publishing, 1998.

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Marlene, Canter, ed. Lee Canter's Succeeding with difficult students: New strategies for reaching your most challenging students. Santa Monica, CA: Lee Canter & Associates, 1993.

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Book chapters on the topic "Students School discipline"

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Blake, Jamilia J., Danielle M. Smith, Miner P. Marchbanks, Allison L. Seibert, Steve M. Wood, and Eun Sook Kim. "Does Student–Teacher Racial/Ethnic Match Impact Black Students’ Discipline Risk? A Test of the Cultural Synchrony Hypothesis." In Inequality in School Discipline, 79–98. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-51257-4_5.

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Debnam, Katrina, Jessika Bottiani, and Catherine Bradshaw. "Promoting culturally responsive practice to reduce disparities in school discipline among African American students." In Linking Health and Education for African American Students’ Success, 97–114. 711 Third Avenue, New York, NY 10017: Routledge, 2017. http://dx.doi.org/10.1201/9781315367361-11.

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Lawal, Abubakar Sadiq, and Buhari Marafa. "Management of Students’ Discipline in a Drug and Substance Abuse-Laden School Environment." In Chaos, Complexity and Leadership 2014, 485–93. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-18693-1_44.

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Østergaard, Maria Kirstine. "How to Design an Activity That Influences Middle School Students’ Beliefs About Mathematics as a Discipline." In Theorizing and Measuring Affect in Mathematics Teaching and Learning, 101–10. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50526-4_10.

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Walper, Lena Mareike, Katharina Pollmeier, Kim Lange, Thilo Kleickmann, and Kornelia Möller. "From General Science Teaching to Discipline-Specific Science Teaching: Physics Instruction and Students’ Subject-Related Interest Levels During the Transition from Primary to Secondary School." In Insights from Research in Science Teaching and Learning, 271–88. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-20074-3_18.

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Brent, John J., and Antonese Wilson. "Student Responses to Policing in Schools." In The Palgrave International Handbook of School Discipline, Surveillance, and Social Control, 351–67. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71559-9_18.

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Hope, Andrew. "Unsocial Media: School Surveillance of Student Internet Use." In The Palgrave International Handbook of School Discipline, Surveillance, and Social Control, 425–44. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71559-9_22.

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Nolan, Kathleen. "Policing Student Behavior: Roles and Responsibilities." In The Palgrave International Handbook of School Discipline, Surveillance, and Social Control, 309–26. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71559-9_16.

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Lee, Yoona, Malcolm W. Watson, and Ki-Hak Lee. "The Relation of Physical Discipline to Bullying Behaviors across Different Families and Ethnicities." In Students, Teachers, and Leaders Addressing Bullying in Schools, 245–59. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-148-9_34.

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Johnson, Bruce. "Daring to Disagree About School ‘Discipline’: An Australian Case Study of a Media-Led Backlash." In Challenging Dominant Views on Student Behaviour at School, 15–26. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0628-9_2.

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Conference papers on the topic "Students School discipline"

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Wirth, Alex, and Boris Aberšek. "DISCIPLINE IN SCHOOLS: SOME ACTUAL ISSUES." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.138.

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Discipline in class is essential. Without it the educational processes and teachings are difficult. In this manner curricula goals are almost impossible to achieve. There are and there always will be some kind of conflicts between teachers and students, but they should not evolve to become a problem. Teachers (especially elderly teachers) often express pessimism of contemporary students. They say that today's students have less knowledge, they do misbehave more often than previous generations. A study among students was conducted. It was trying to determine the rate of discipline in schools in Celje to see if these statements are true. The questionnaire to students of one primary and one high school in Celje, Slovenia were distributed. The answers from 234 students were received. On the one hand, it was found out that senior high school students have the worst level of discipline of all the grades tested. They themselves assess their class atmosphere as less disciplined. They report that teachers use a lot of time to calm the class down. All this is probably a factor in lower average grade that the senior high school students have. On the other hand, it was found out that teachers do not react to the disturbance or they are trying to be repressive. These are not the correct ways of dealing with discipline issues. Therefore, there are some recommended ways how teachers should react. Keywords: discipline in class, primary school, contemporary student, elderly teachers.
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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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Komnenović, Milan. "DIFFICULTIES IN DEFINING SUBJECT ОF DORMITORY PEDAGOGY." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.217k.

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In this article (thesis) we dealt with the problem of defining pedagogical discipline which explores education in institutionalized accommodations. Dormitory pedagogy is most often recognized in our region as a part of pedagogical science which primarily explores the aspect of education within boarding schools for pupils and high school students, while the analysis of works on home pedagogy shows that the subject of home pedagogy is defined much more broadly. In the article there are three causally-consequential problems that make up the primary obstacle in defining dormitory pedagogy as a scientific discipline according to authors. The aim of this article is determining the theoretical concept of dormitory pedagogy, i.e. the analysis of the theoretical foundations on which the views of domestic authors on the subject of home pedagogy are based. In addition, in the article the problems with which dormitory pedagogy as a pedagogical discipline is confronted with within its definition, as well as the fundamental problems in defining the profession of educators within boarding schools will be presented. In the final parts of the paper, one of the elements of the possible solutions for the subject of research of dormitory pedagogy will be illustrated. As the majority of authors defines dormitory pedagogy as a discipline that deals with exploring education within institutionalized accommodations, in this paper we will discuss the segment of dormitory pedagogy that questions the problematic of high school education, respectively boarding school students.
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Chistolini, Sandra. "Decoding the Disciplines in higher education institutions." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8137.

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Decoding the Disciplines is a methodology aimed to support teachers and students of University to tackle obstacles and difficulties in learning process. It is assumed that students come to classroom with different level of secondary school preparation and teachers are generally reinforcing the inequalities in principle deplored as form of injustice in our society. The question of giving tools that students need to succeed in our disciplines requires new strategies intend to make teaching effective in line with the development of the democratic vision of teaching. The methodology represents a dynamic sequence of steps based on the understanding of the content of discipline taught and learned. All disciplines are involved, humanities as well as sciences. Under the Erasmus Plus Programme some European Universities are collecting relevant evidences to understand what to teach about an academic discipline. Monitoring students' learning and motivation means to bring out the bottlenecks, which hinder the achievement of knowledge and slow down the learning process leading to failure. Presentation of initial results aims to share the benefits of this methodology able to guide students to master basic mental operations required in university courses. Decoding emerges as challenge and option for policy-makers of higher education.
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Mihai, Felicia. "Formation of scientific notions in students with mental deficiency." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p54-60.

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The article briefly presents a didactic research that analyzes the formation and introduction of scientific notions specific to Chemistry through active-participatory methods for obtaining higher school results, triggering students' interest, active involvement in their own training, thus ensuring the optimization of the teaching and learning chemistry to students with mental disabilities in special school. The fundamental objective of the research was to demonstrate the importance of active-participatory methods in the formation of notions in the Sciences curricular area in general, respectively in the discipline of Chemistry in particular, where the student becomes an active participant in his own training. Through active-participatory methods used in the process of learning, recovery and socialization of the mentally handicapped, it becomes possible to achieve the fundamental objectives of acquiring knowledge, to accelerate students’ work pace, bring the class working together and train as many students as possible during the lessons. During the activities based on interactive methods organized in groups, it was found that the students modeled their behavior, the spirit of organization increased being more orderly and more involved in solving the work tasks received; interpersonal relationships and cooperation between students have improved (better students help their colleagues to understand the notions taught, this fact leading to an increase in their own results).
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Yang, Huan-Song, Yue-Han Qiao, Shao-Li Zhang, and Zhang Nan. "Investigation and Countermeasures of Primary and Middle School Students with Poor Self-Discipline in Online Teaching." In 2020 International Conference on Social Science, Economics and Education Research (SSEER 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200801.016.

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Slamet Kusumawardana, Adi. "Differences of Discipline Level Between Students from State and Private Junior High School in Malang City." In University of Muhammadiyah Malang's 1st International Conference of Mathematics Education (INCOMED 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/incomed-17.2018.59.

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Handscombe, Robert, Elena Rodriguez-Falcon, and Eann A. Patterson. "Embedded Enterprise Learning: About, Through, For and From." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-79878.

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Much enterprise teaching is carried out in business schools. A number of approaches are identified and their appropriateness for non-business school students reviewed. A particular focus is placed on science and engineering students and White Rose Centre for Enterprise (WRCE), formed in 1999 as part of the UK Science Enterprise Challenge initiative. Its remit was to increase enterprise learning and entrepreneurship activity, thus bringing about a ‘cultural change’. WRCE emphasizes the need to make learning ‘real’ for the student and to weave an enterprise strand through the full course of study. The findings support the argument that a combination of teaching approaches and the embedding of enterprise within a discipline subject is needed for effective learning to take place. This paper makes observations on the experiences in the White Rose Universities (Leeds, Sheffield and York). An enterprise learning framework is proposed and described in the context of international variations.
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Knyazeva, Elena. "About the role of the content line of ICT in ensuring psychological safety of students in virtual environment." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-21.

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The article shows the importance of creation of content line of the discipline “Information Communication Technologies” to ensure psychological safety of students in virtual environment. Wide development and application of information technologies is an external side of information civilization, the main trend in formation of information society. Like any other process, the process of informatization of the society has both positive and negative sides. To avoid the latter cause irreparable harm to the development of personality and become dangerous for it, they should be studied already now, and possible consequences of digital addiction, leading to desocialization, mechanical way of thinking, inability to cope with creative tasks, problems with psychological and physical health, should be prevented. To ensure psychological safety in the context of student’s future profession, the tasks of the ICT course should be relevant, topical, and consequently interesting to the student in terms of their practical orientation in combination with mandatory elements of independence. The content analysis, carried out as a result of pedagogical experiment, has revealed competence of students in problems, related to the use of network technologies in daily life and in educational environment. Discussions, seminars, brainstorming have revealed information literacy of high school students, their understanding and ability to resist the influence of the worldwide web. The student audience sees Internet as a tool for the development of the society, on the one hand, and a threat to the development of personality, on the other. Their information literacy lies in the ability to solve identified problems. Education of an active, thinking consumer of information is the main credo, one of the main aims of the discipline, which teaches information technologies, its psychological and pedagogical task.
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Reports on the topic "Students School discipline"

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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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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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Wauchope, Barbara. Student discipline in New Hampshire schools. University of New Hampshire Libraries, 2009. http://dx.doi.org/10.34051/p/2020.86.

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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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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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Gagnon, Douglas, Eleanor Jaffee, and Reeve Kennedy. Exclusionary Discipline Highest in New Hampshire’s Urban Schools Suspension and Expulsion Found to Disproportionately Affect Disadvantaged Students. University of New Hampshire Libraries, 2016. http://dx.doi.org/10.34051/p/2020.257.

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Morgan, Susan, Alexandra Mosser, and John Bixby. University of Miami Laboratory for Integrative Knowledge (U-LINK) Program Evaluation Report. University of Miami, 2020. http://dx.doi.org/10.33596/ovprs-19-2.

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As one of the Roadmap Initiatives, U-LINK (University of Miami Laboratory for INtegrative Knowledge) is the University of Miami’s (UM’s) program to support innovative, problem-based interdisciplinary research. The U-LINK initiative is premised on the idea that the most significant challenges facing humanity, and therefore the most important research problems, require innovative and integrative approaches resulting from collaborations that bridge disciplines. The goal of U-LINK is to bring together faculty and trainees from multiple disciplines in collaboration with community stakeholders to develop and act on a shared vision of innovative solutions to grand societal challenges. To accomplish this goal, U-LINK provides training and funding opportunities for research teams, identifies common space(s) for teams to work together, creates interdisciplinary opportunities for UM undergraduate and graduate students, and helps UM faculty identify and pursue collaborative initiatives with faculty in other departments, schools, and colleges. This document details the features of the U-LINK program and provides data about outcomes of the program through 2019.
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