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1
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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Dermawan, Oki. "Disciplinary Intervention for Students through Worship." AL-IDARAH: JURNAL KEPENDIDIKAN ISLAM 8, no. 2 (January 31, 2019): 256–68. http://dx.doi.org/10.24042/alidarah.v8i2.3128.
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Discipline is one part of educational character that needs to be instilled to the children since primary school. Application of discipline could deliver through various activities, such as entering the class and when performing congregational prayers, obey the agreement rules and orderly in line up. The purpose of this study is finding out the discipline at Ar Raudhah elementary school, how to apply discipline to the students and what factors are causes of indiscipline in this school. This study uses a descriptive qualitative research approach with observation, interviews and documentation as data collection techniques. Miles and Huberman model is the data analysis technique, three steps include, namely: data reduction, data presentation and verification. While the validity test of the data uses triangulation with the same source but use a different method. The result shows us that students had consistently carried out the worship in schools such as memorizing prayers, hadiths and verses of the Quran, Dhuha, and Zuhr prayers. However, there are some students still need to be motivated furthermore they don't play when performing worship. The most common factor for indiscipline is whenever parents still think that learning is in the classroom activity, later on some of parents leave their children lately. Here we need parental involvement in instilling discipline of the students. Keywords: Discipline in elementary school, Islamic school, worship discipline
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Welsh, Richard O. "Intra-District Student Mobility, School Discipline and Gender: Evidence From Clark County, Nevada." Education and Urban Society 51, no. 9 (July 5, 2018): 1217–44. http://dx.doi.org/10.1177/0013124518785022.
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Student mobility and school discipline are two prominent challenges in urban school districts. The interaction of gender with school discipline in shaping patterns of student mobility has received little attention. This article examines student mobility patterns across gender and the timing of school changes in Clark County, Nevada. The findings draw attention to discipline-related mobility or the placement of students in alternative schools, especially during the school year. Male students are more likely to switch schools mid-year than female students, and the disproportionate rates of student mobility between male and female students can be explained by disciplinary incidents. Gender is a significant predictor of the destination school quality of discipline-related movers. Policy implications and areas for future research are discussed.
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Wirth, Alex, and Boris Aberšek. "STATE AND DEVELOPING OF DISCIPLINE AT LOVER SECONDARY SCHOOLS." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 9, no. 2 (November 25, 2017): 89–97. http://dx.doi.org/10.48127/spvk-epmq/17.9.89.
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Discipline is essential in class. Without it the educational process is difficult if not impossible. In this manner students and teachers will not meet curricula goals. There are and there will always be some kind of conflicts between teachers and students, but they should not evolve to become a problem that threatens achieving curricula aims. Teachers (especially elderly teachers) often express pessimism about contemporary students. They say that today's students have less knowledge and that they misbehave more often than previous generations. A research was conducted among students which tried to determine the rate of discipline in schools in Celje to see if these statements are true. Questionnaires were distributed to students of one primary and one high school in Celje, Slovenia. Answers were collected from 234 students. On the one hand, it was found out that senior high school students have the worst level of discipline of all the grades involved in the study. They themselves assess their class atmosphere as less disciplined. They report that teachers use a lot of time to calm the class down. All this is probably a factor in lower average mark that the senior high school students report to have. On the other hand, it was found out that teachers do not react to the disturbance or they are trying to be repressive. These are not the correct ways of dealing with discipline issues. Keywords: state of discipline, contemporary students, discipline problems.
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Van Wyk, C., and A. M. Pelser. "Leaderships Role In Effective Implementation Of School Discipline Policies." International Business & Economics Research Journal (IBER) 13, no. 4 (June 30, 2014): 833. http://dx.doi.org/10.19030/iber.v13i4.8691.
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Discipline is an important aspect of the life of any school. Learning and teaching can only take place effectively in a disciplined environment. In South Africa, discipline policies might not have been effectively implemented due to inadequate sources, lack of commitment and training of school leaders. A qualitative research design was utilized for the investigation on which this article is based. The research consisted of two phases. First, group interviews were conducted with 27 B Ed Honours students; thereafter, individual interviews were conducted with a total of six students selected by purposive sampling. The results seem to suggest that the broader school community should be taken on board to ensure effective discipline policy implementation. The correct legal sources should furthermore be employed in the process of developing school policies. School leaders need thorough training for the development and implementation of discipline policies. Several measures are suggested for the effective introduction of disciplinary policies, among others, that school leadership should play a (more) active role; specifically the principals of schools should be willing to share their knowledge on the implementation of school disciplinary policies with other members of the school leadership.
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McIntosh, Kent, Kathleen Ellwood, Lisa McCall, and Erik J. Girvan. "Using Discipline Data to Enhance Equity in School Discipline." Intervention in School and Clinic 53, no. 3 (June 11, 2017): 146–52. http://dx.doi.org/10.1177/1053451217702130.
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There is a longstanding and pressing challenge regarding overuse of exclusionary discipline (e.g., office discipline referrals, suspensions) for students of color and students with disabilities. Moreover, many common efforts to address the problem have not been shown to enhance equity in school discipline. This article describes a promising four-step approach, described in the freely available PBIS Disproportionality Data Guide, for using school discipline data to identify specific interactions that are more susceptible to the effects of implicit bias on decision making and change the environment to meet the needs of all students. A case study is included that identified disproportionality for physical aggression on the playground as a primary source of overall disproportionality and implemented a plan that included elements of explicit instruction and cultural responsiveness. Results showed a consistent decrease in discipline disproportionality over time.
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Prasetyarini, Aryati, Mauly Halwat Hikmat, and Mohammad Thoyibi. "Strategies to Cope With Students’ Discipline Problems in Senior High School." Indonesian Journal on Learning and Advanced Education (IJOLAE) 3, no. 1 (April 20, 2020): 40–47. http://dx.doi.org/10.23917/ijolae.v3i1.9474.
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The article deals with the strategies implemented by teachers in facilitating the students to comply with the rules. The study aims at identifying the discipline problems faced by teachers and describing the strategies they employ to cope with the discipline problems. The study employed qualitative approach in which the researchers used questionnaire and interview to collect the data. The participants were high school teachers and students of 10 schools in Central Java, Indonesia from various backgrounds: public, private, Islam-based public, Islam-affiliated private, Islam-based dormitory. The interview script became the primary source for interpreting and analyzing data. The findings revealed that the most common discipline problems faced by the teachers were noisy classroom, wrong/incomplete attributes and unpunctuality. The strategies applied by the teachers to cope with the students were corrective, assertive, and preventive disciplines. The teachers should improve the quality in maintaining the classroom discipline by creating a conducive classroom and involving the students in setting the classroom rules, such as attendance, learning participation, students and teacher actions, and assessment.
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Roch, Christine H., Mahmoud A. A. Elsayed, and Jason Edwards. "Students’ and Parents’ Perceptions of Disciplinary Policy: Does Symbolic Representation Matter?" American Review of Public Administration 48, no. 4 (January 16, 2017): 329–45. http://dx.doi.org/10.1177/0275074016686420.
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This article examines the effects of symbolic representation and strict disciplinary policy on how students and their parents perceive school discipline. We use data from the 2011-2012 New York City School Survey, combined with data on disciplinary actions from the Office of Civil Rights. Our results suggest that strict disciplinary actions send negative messages to students and their parents about school discipline. We find that as more strict disciplinary actions are administered within a school, students are less likely to perceive discipline as fair or legitimate. The negative effects of disciplinary actions, however, tend to be smaller in schools for which there is a closer racial match between students and teachers and, consequently, a greater likelihood of symbolic representation. We also find that passive representation influences parents’ attitudes toward school discipline in their children’s schools.
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Spickelmier, Donna, Tom Sharpe, Chris Deibler, Cindy Golden, and Becky Krueger. "Use Positive Discipline for Middle School Students." Strategies 8, no. 8 (June 1995): 5–8. http://dx.doi.org/10.1080/08924562.1995.10592061.
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GARNIR, PHILIP. "Involving ‘Disruptive’ Students in School Discipline Structures." Pastoral Care in Education 10, no. 3 (September 1992): 13–19. http://dx.doi.org/10.1080/02643949209470802.
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Fissel, Erica R., Pamela Wilcox, and Marie Skubak Tillyer. "School Discipline Policies, Perceptions of Justice, and In-School Delinquency." Crime & Delinquency 65, no. 10 (August 17, 2018): 1343–70. http://dx.doi.org/10.1177/0011128718794186.
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School crime has been a national issue for nearly 40 years and remains a concern for students, administrators, parents, and the public. Schools engage in numerous strategies aimed at curbing crime, ranging from harsh disciplinary practices to proactive strategies focused on gaining student compliance. This study examines the impact of disciplinary practices on in-school delinquency, while also considering the influence of students’ perceptions of injustice. Using student- and school-level data from the Rural Substance Abuse and Violence Project and hierarchical Poisson regression analyses, findings reveal that students’ perceptions of injustice were significantly related to in-school delinquency, while proactive and reactive discipline practices, spanning the punitiveness continuum, were not. The findings provide tentative guidance for school-based discipline management policies and practices.
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Gcelu, Ntombizandile, Amy Sarah Padayachee, and Sekitla Daniel Makhasane. "Management of indiscipline among secondary school students in Ilembe District, KwaZulu-Natal, South Africa." African Journal of Gender, Society and Development (formerly Journal of Gender, Information and Development in Africa) 9, no. 4 (December 1, 2020): 139–56. http://dx.doi.org/10.31920/2634-3622/2020/v9n4a6.
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South African schools are faced with a serious problem of indiscipline. The available literature reveals that despite the efforts of school administrators and teachers to instil discipline among learners, indiscipline still abounds to the extent of getting out of hand. Based on the intention of this study, a qualitative study was adopted. A qualitative-based study underpinned by the interpretive research paradigm was employed to explore the perspectives of educators in their collaborative roles in managing discipline. The sample comprised twelve educators who were purposively selected from four secondary schools in the Ilembe District, KwaZulu-Natal. A semi-structured interview schedule was used to collect the data. The findings revealed that educators should apply the school code of conduct as a whole-school approach to managing discipline to create meaningful relationships with parents as stakeholders and communicate expected behaviours with learners. It is recommended that in implementing strategies to manage discipline, learners, educators, school managers and the school governing boards of all schools should take a collaborative approach to the management of discipline in secondary schools
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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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Choli, Ifham, and Raihan. "Factors That Influence the Character of Students in School." Journal of Educational and Social Research 10, no. 3 (May 10, 2020): 105. http://dx.doi.org/10.36941/jesr-2020-0050.
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The object of this study is the religious attitude and character of students in junior high schools. The purpose of this study is to understand and explore the relationship between Islamic Religious Education with student's character, the level of discipline with student's character, and Islamic education and the level of discipline with student character. The scope of this study is the character of students in school, and student's religious practice. This study uses quantitative analysis based on primary data or survey data at MTs Al_Whatoniyah 20, Bekasi. The findings in this study are that there is a positive relationship between Islamic education and student character at MTs Al-Whatoniyah 20, Bekasi. One increasing index in Islamic Education is associated with an increase of 0.93 in the student character index in Mts Al_Whatoniyah 20 Bekasi. Besides, the value of discipline also has a strong positive relationship with their character. For every one index that rises in the discipline index is also associated with an increase in 1,006 index in the character of students in MTs Al_Whatoniyah 20 Bekasi. The Islamic Education index and the discipline index also simultaneously have a positive relationship with the student character index at MTs Al_Whatoniyah 20 Bekasi.
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Anyon, Yolanda, Anne Gregory, Susan Stone, Jordan Farrar, Jeffrey M. Jenson, Jeanette McQueen, Barbara Downing, Eldridge Greer, and John Simmons. "Restorative Interventions and School Discipline Sanctions in a Large Urban School District." American Educational Research Journal 53, no. 6 (December 2016): 1663–97. http://dx.doi.org/10.3102/0002831216675719.
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A large urban district ( N = 90,546 students, n = 180 schools) implemented restorative interventions as a response to school discipline incidents. Findings from multilevel modeling of student discipline records ( n = 9,921) revealed that youth from groups that tend to be overrepresented in suspensions and expulsions (e.g., Black, Latino, and Native American youth; boys; and students in special education) had similar, if not greater, rates of participation in restorative interventions than their peers. First-semester participants in restorative interventions had lower odds of receiving office discipline referrals (OR .21, p < .001) and suspensions (OR .07, p < .001) in the second semester. However, the suspension gap between Black and White students persisted. Implications for reform in school discipline practices are noted.
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Nguyen, Bach Mai Dolly, Pedro Noguera, Nathan Adkins, and Robert T. Teranishi. "Ethnic Discipline Gap: Unseen Dimensions of Racial Disproportionality in School Discipline." American Educational Research Journal 56, no. 5 (March 6, 2019): 1973–2003. http://dx.doi.org/10.3102/0002831219833919.
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Research on the school discipline gap reveals growing awareness of the disproportionate impact on students of color; however, dynamics of the racial discipline gap remain underanalyzed. This article uses risk ratios to descriptively establish if ethnic disproportionality in school discipline is present among Asian American and Pacific Islander (AAPI) subgroups. We find that when AAPI data are disaggregated, significant variations in discipline patterns emerge. Pacific Islanders are nearly twice as likely as their White peers to be disciplined when separated from Asian Americans, and all Pacific Islander subgroups are at equal or higher risk for discipline. We also find a discipline gap between ethnic subgroups. Our findings affirm the need to further refine the analyses of race and school discipline.
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Zashikhina, I. M. "Academic Writing: A Discipline or Disciplines?" Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 2 (February 22, 2021): 134–43. http://dx.doi.org/10.31992/0869-3617-2021-30-2-134-143.
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In the last five years, the discipline “Academic Writing” in one form or another has become part of the programs of many Russian universities. The goal of the discipline is the achievement of academic literacy. Within the framework of state policy in education and the need to increase publication activity, the discipline should teach students, graduate students and researchers to write a scientific article in accordance with the requirements of highly rated journals. In Russian education, the model of teaching academic writing was adopted from Western educational discourse. Since the 2010s, university teachers introduce courses, focusing on the experience of Western colleagues and sharing the results achieved. Researchers of academic writing point out a number of problems in teaching students. It is noted that students experience difficulties in mastering the competencies of the course, and teachers are not satisfied with the results. A number of articles appear in the media discourse, the authors of which express doubts about the appropriateness of practice of academic writing borrowed from the Western educational space. Indeed, in Western educational institutions, the development of academic writing skills begins at school, and then an extensive standard program is implemented at universities, covering various subject and cross-subject areas, within which the discipline is taught. In Russia, university students are confronted with a new field of knowledge and find themselves in a whirlpool of new rules, abilities, skills, competencies that they have to master in a short period of study a far as at the undergraduate level. The Western academic writing program is hardly applicable to the realities of Russian education. This article attempts to find the reason for the difficulties in teaching the discipline of academic writing to Russian students. The results of the study on three different groups of students studying the discipline of academic writing are presented. As a way out of a problem situation, the author proposes to divide the discipline into three levels, each of which covers a number of educational competencies necessary to create a specific product within the framework of the academic text genre.
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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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Ardiansyah, Mukhlis Novi. "Analisis Bentuk Karakter Dalam Penggunaan Media Sosial Pada Siswa SMP Kota Pontianak (Studi Kasus Di SMP Negeri Dan Swasta)." Jurnal Pendidikan Sosiologi dan Humaniora 11, no. 2 (October 29, 2020): 57. http://dx.doi.org/10.26418/j-psh.v11i2.42952.
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The purpose of this study is to Analysis Character Forms in the Use of Social Media in Pontianak City Junior High School Students (Case Study in Public and Private Junior High Schools) the character shape of students in the use of social media, is good, namely, students are able to discipline and be responsible regarding the use of social media both at school and outside school. The form of character taught to public and private junior high school students in Pontianak always be honest, disciplined, and responsible, protecting themselves from negative social media. Social media that are often used by public and private junior high school students in Pontianak, what's an app, Facebook, Instagram, and online games. The impact of the use of social media on state and private junior high school students in Pontianak City, for schools students, are given extra supervision so that social media misuse does not occur.
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Siwi, Dwi Anggraeni, and Nurratri Kurnia Sari. "Role of Teachers Class as A Motivator and Guidance Students in Education of Discipline Character Through Movement of School Literation According to Nawacita in Elementary School of Gabus 01 Pati 2017/2018 Academic Year." International Journal of Multicultural and Multireligious Understanding 6, no. 1 (February 1, 2019): 1. http://dx.doi.org/10.18415/ijmmu.v6i1.459.
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The purpose of this study was to describe the role of class teachers as motivators and mentors in disciplined character education and to know the factors that hinder the formation of the character of students of Elementary School Of Gabus 01 Pati 2017/2018 Academic Year.This research is a descriptive qualitative research conducted at the Elementary School Of Gabus 01 Pati. The subjects of this study were students from grade 1 to 3 of Elementary School Of Gabus 01 Pati as many as 6 students and 3 class teachers, namely first grade to third grade teachers. The instruments used were interviewed, observation, and documentation. The data analysis technique used is a model according to Miles & Huberman using a descriptive qualitative analysis. The results of this study are the role of class teachers as motivators are very important in the formation of the character of student discipline, the teacher provides motivation or encouragement to students in the form of rewards / praise, open to the work of students, provide forms of competition, and give punishment to students who are not disciplined orderly school. The role of the teacher as a mentor, the guidance given to students is tutoring, social and personal guidance. Providing guidance to students is not only during lessons, but guidance is also given during literacy activities. While the inhibiting factors in the formation of the character of student discipline are internal and external factors. Internal factors that inhibit the formation of the students' character, discipline are innate, lack of awareness and interest of students. Whereas external factors that hinder the formation of student discipline, character are environmental factors outside of school such as family, play environment, and community. Keywords: The role of class teacher, character, discipline of student education, literacy activities.
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Hassan, Hamida Hussein, and Vernon Brooks Carter. "Black and White Female Disproportional Discipline K–12." Education and Urban Society 53, no. 1 (April 21, 2020): 23–41. http://dx.doi.org/10.1177/0013124520915571.
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The school-to-prison pipeline represents an educational environment that allows public schools to push many at-risk children out of school and into the juvenile justice or the adult criminal justice system. Consequently, this study explores the disproportionate rates of discipline when comparing Black and White female students in the national public-school system. Specifically, this research explored discipline outcomes for Black and White female students in kindergarten through 12th grade in five of the best academically performing states in the United States compared with five of the worse academically ranked states in the United States. Using the Civil Rights Data Collection (CRDC) of 2013–2014 data, the exploration found Black female students were disproportionately suspended compared with White female students in both the high and low academically performing states. Similarly, Black female students experienced disproportionality rates (overrepresented) compared with White female students for school-related arrests. Overall, the disproportionality rates for Black female students suspended and arrested compared with White female students were higher in the academically higher ranked states.
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Blândul, Valentin Cosmin, and Adela Bradea. "THE STATUS OF OPTIONAL DISCIPLINES IN THE SCHOOL BASED CURRICULUM OF UPPER-SECONDARY SCHOOL: A CASE OF ROMANIA." Problems of Education in the 21st Century 63, no. 1 (February 25, 2015): 7–16. http://dx.doi.org/10.33225/pec/15.63.07.
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The school curriculum includes the learning experiences students are invited to go through in an organized and systemic way. The curriculum has two main parts, the core curriculum and the school based curriculum (SBC) respectively. The latter one concerns the learning experiences, which school provides in addition to the minimum experiences that all students should gain and it can be achieved through optional school disciplines. However, education research has shown that the way these optional disciplines are chosen often expresses the teachers' options rather than those of the students. The main aim of this study was to analyze the subjective perception of upper-secondary school students with regard to the status of optional disciplines within the SBC. The sample consisted of 121 students, who study in 4 upper-secondary schools from Oradea, Bihor County, Romania. The instrument used was a questionnaire, and the implementation period was October-December 2014. The results show that the reasons why students choose a certain optional discipline are related to their need for personal and professional development. The most important subjects students want to study are foreign languages and sports activities, and the favored forms of organization include extracurricular and applied activities. Key words: extracurricular activities, optional disciplines, school-based curriculum.
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Savovic, Branka. "Problems of discipline in primary and secondary school: Teachers' opinions." Zbornik Instituta za pedagoska istrazivanja, no. 34 (2002): 259–70. http://dx.doi.org/10.2298/zipi0204259s.
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Investigations carried out in late 2001 in primary and secondary schools of Belgrade, Novi Sad and Nis comprised students, teachers and associates. The aim of investigations was to get insight into the state-of-the-arts problems and needs of our primary and secondary schools. The paper is a part of investigations, related to the results obtained for students' opinions of their interrelations with teachers as well as opinions of teachers themselves. The sample comprised 727 students of 4th grade of secondary vocational and high schools, 562 students of 8th grade of primary schools 168 secondary school and 107 primary school teachers. We investigated their interrelationships and within this framework the level of potential or current aggressive behavior. The majority of teachers (51%) estimated student-teacher relationships mediocre - neither good nor bad. The most frequent problem in students' behavior is, according to the teachers instruction disturbance. One-quarter of teachers find that students offend them, ridicule them, or mock at them in front of others, and 5 per cent complain of physical injury intimidation on the part of students. When a problem comes up, 18 per cent of teachers talk with a student, and nearly 10 per cent of teachers give lower grades in their subject, so as to punish a student for undisciplined behaviors. In teachers' opinion, society, school the least, is to be blamed for the situation.
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T. Liguluka, Anunsiata, and Daniel Oduor Onyango. "Effectiveness of Secondary School Boards in Managing Students’ Discipline among Public Secondary Schools in Ulanga District, Morogoro Tanzania." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 1, no. 3 (December 27, 2020): 184–90. http://dx.doi.org/10.46606/eajess2020v01i03.0058.
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The purpose of this study was to investigate the effectiveness of secondary school boards in managing students’ discipline among public secondary schools in Ulanga District, Tanzania. The study employed mixed research approach and convergent parallel research design. The researcher used stratified sampling and simple random sampling methods to select 75 out of 298 teachers and 76 out of 324 student leaders. Purposive sampling was used to select one (1) District Education Officer, one (1) Standard Quality Assurer, one (1) Ward Education Officer, four (4) Heads of Schools and four (4) Chairpersons of School Boards. Data was collected using questionnaires, interview guides and documents. Data was analyzed through descriptive statistics and thematic approach. The study revealed that although school boards discussed discipline issues in public secondary schools, they did not take any appropriate disciplinary action such as discontinuing students with disciplinary issues, warning or suspend the students. The study recommended that apart from discussing about disciplinary issues, school boards should take appropriate disciplinary actions such as suspending discontinuing and giving warnings to the students with disciplinary issues. It is recommended that the school boards should ensure constant communication with disciplinary committees to maintain students’ discipline in schools. The study further recommended that the government should enhance budgetary allocations to the schools for better effectiveness of discipline management. The Heads of schools and board members should be trained on effective leadership and the parents should be educated on the importance of cooperation in managing students’ discipline in public secondary schools.
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Baehaqi, M. Lutfi, and Mukhamad Murdiono. "Strengthening Discipline Character of Students at Muhammadiyah Boarding-School (MBS) Muhiba Yogyakarta." Dinamika Ilmu 20, no. 1 (June 15, 2020): 63–82. http://dx.doi.org/10.21093/di.v20i1.1671.
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Educational issues require special attention, especially those related to character. Learning in boarding-based schools is one option to overcome character problems, especially disciplined characters. This research was conducted at MBS Muhiba Yogyakarta as one of the boarding-based schools in the city of Bantul, Yogyakarta. This research was a descriptive research with a qualitative approach. Data collection was obtained by observation, interviews, documentation, and questionnaires. The instruments were interview guidelines, observation guidelines, and documentation guidelines. The subjects in this study were the director and teacher. Data analysis techniques used interactive analysis which includes; data collection, data reduction, data presentation, and conclusions. The results showed that the strengthening students discipline character of learning in boarding-based schools was carried out through; use of the inquiry learning model based on contextual, Islamic habituation, one of rule, the provision of penalties and gifts, and role model. The obstacle reinforcement of strengthening discipline character of students at boarding-based school includes specific obstacles such as; difficulty in planning material concepts and difficulty in designing the flow of thought. General obstacles in learning include; the difficulty to cooperate with parents in implementing one of rule, the teacher's insistence to implement discipline, and the lack of attention given to learning.
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Neugebauer, Sabina R., and Elizabeth E. Blair. "“I Know How to Read and All, but . . .”: Disciplinary Reading Constructions of Middle School Students of Color." Journal of Literacy Research 52, no. 3 (July 13, 2020): 316–40. http://dx.doi.org/10.1177/1086296x20938780.
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This study explores the disciplinary literacy perspectives of middle school students of color attending urban parochial schools and the reader subject positions they took up across content-area classrooms. Qualitative analysis of 19 student interviews and accompanying observations of subject-area classes revealed that students’ constructions of reading, circumscribed by classroom literacy activities, inhibited discipline-specific reading subject positions. In particular, this study highlights how teachers’ reading activities promoted reading as being about accomplishing a task rather than being apprenticed in ways of taking discipline-specific knowledge from text. When the boundaries between students’ home literacy experiences and school disciplinary literacy experiences were more contiguous, and when more meaningful, authentic literacy experiences were provided, students evidenced deeper disciplinary literacy engagement. Educational implications, including troubling disciplinary knowledge to open the disciplines to wider ways of knowing and learning for all learners, are discussed.
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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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Gopalan, Maithreyi, and Ashlyn Aiko Nelson. "Understanding the Racial Discipline Gap in Schools." AERA Open 5, no. 2 (April 2019): 233285841984461. http://dx.doi.org/10.1177/2332858419844613.
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We explore the discipline gap between Black and White students and between Hispanic and White students using a statewide student-level panel data set on Indiana public school students attending prekindergarten through 12th grade from 2008–2009 through 2013–2014. We demonstrate that the Black-White disciplinary gaps, defined in a variety of ways and robust to a series of specification tests, emerge as early as in prekindergarten and widen with grade progression. The magnitude of these disciplinary gaps attenuates by about half when we control for many student- and school-level characteristics, but it persists within districts and schools. In contrast, we find that Hispanic-White gaps are initially null and statistically insignificant at the prekindergarten/kindergarten level and attenuate substantially after adjustment for cross-school (district) variation and other covariates. We further disentangle the discipline gap using a decomposition technique that provides empirical support for the hypothesis that Black students nonrandomly sort into more punitive disciplinary environments.
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Sadik, Fatma. "Children and Discipline: Investigating Secondary School Students’ Perception of Discipline through Metaphors." European Journal of Educational Research 7, no. 1 (January 15, 2018): 31–45. http://dx.doi.org/10.12973/eu-jer.7.1.31.
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Salsabila, Siti Salma, and Rachmy Diana. "KARAKTER DISIPLIN SISWA DITINJAU DARI PERSEPSI KETAHANAN KELUARGA DAN KUALITAS KEHIDUPAN SEKOLAH." Jurnal Psikologi Integratif 9, no. 1 (April 29, 2021): 95. http://dx.doi.org/10.14421/jpsi.v9i1.2165.
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Discipline character is very crucial to be developed since an early age. Children who have a disciplined character will be able to learn and to develop admirable behavior that is accepted by society and members of social groups. This study examined whether family resilience and the quality of school life has a correlation with the character of discipline. The hypotheses were (1) there is a positive correlation between the quality of school life and family resilience with the disciplinary character of students (2) there is a positive correlation between the quality of school life and the character of student discipline and (3) there is a positive correlation between family resilience and the character of student discipline. This research was conducted by giving three scales to 220 junior high school students. The result analysis showed that the hypotheses were accepted. There was a positive and significance correlation between family resilience and the quality of school life with the disciplinary character of students.Keywords: discipline character; family strengths; quality school of lifeKarakter disiplin sangat penting dikembangkan sejak dini. Hal ini dikarenakan anak yang memiliki karakter disiplin mampu belajar berperilaku yang diterima oleh masyarakat dan anggota kelompok sosial. Penelitian ini ingin menguji apakah karakter disiplin dipengaruhi oleh ketahanan keluarga dan kualitas kehidupan sekolah. Hipotesis dalam penelitian ini adalah (1) terdapat hubungan positif kualitas kehidupan sekolah dan ketahanan keluarga dengan karakter disiplin siswa (2) terdapat hubungan positif kualitas kehidupan sekolah dan karakter disiplin siswa dan (3) terdapat hubungan positif ketahanan keluarga dan karakter disiplin siswa. Penelitian ini dilakukan dengan memberikan tiga skala kepada 220 siswa Sekolah Menengah Pertama. Hasil analisis menunjukkan bahwa terdapat hubungan positif antara ketahanan keluarga dan kualitas kehidupan sekolah dengan kualitas kehidupan sekolah. Kata kunci : Karakter disiplin, ketahanan keluarga, kualitas kehidupan sekolah Abstract. Discipline character is very important to develop from an early age. Because children who have a disciplined character are able to learn to behave that is accepted by society and members of social groups. This study wants to examine whether the character of discipline has a relationship with family resilience and the quality of school life. The hypotheses is (1) there is a positive relationship between the quality of school life and family resilience with the disciplinary character of students (2) there is a positive relationship between the quality of school life and the character of student discipline and (3) there is a positive relationship between family resilience and the character of student discipline.. This research was conducted by giving three scales to 220 junior high school students. The results of the analysis show that there is a positive and significance correlation between family resilience and the quality of school life with the disciplinary character of students. Keywords: Discipline character, family strengths, quality school of life
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Richardson, Sonyia C., John A. Williams, and Chance W. Lewis. "Social Workers and Urban School Discipline: Do We Need a Time-Out?" Urban Social Work 3, no. 2 (October 1, 2019): 207–30. http://dx.doi.org/10.1891/2474-8684.3.2.207.
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BackgroundSchool social workers are crucial in recommending alternative disciplinary practices to prevent suspensions and expulsions in schools (Cameron & Sheppard, 2006; National Association of Social Workers, 2013), particularly in urban school districts, which experience higher rates of discipline disproportionality between students of color and White students (Barrett, McEachin, Mills, & Valant, 2017).Objective/MethodsGrounded in an ecological systems perspective, the purpose of the study is to determine if the presence of a social worker predicts school suspensions by race and gender in an urban school district.FindingsKey findings show that the presence of school social workers has a negative relationship with school suspensions for students of color.ConclusionWe advocate for an increase in social worker representation in urban schools and strategic practices to address school discipline.
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Nasir, Na'Ilah Suad, Kihana Miraya Ross, Maxine Mckinney de Royston, Jarvis Givens, and Jalessa Bryant. "Dirt on My Record: Rethinking Disciplinary Practices in an All-Black, All-Male Alternative Class." Harvard Educational Review 83, no. 3 (September 1, 2013): 489–512. http://dx.doi.org/10.17763/haer.83.3.t56958753811p56t.
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In this empirical study, the authors draw on classroom observations and interviews with twenty-three Black male ninth graders in an urban district to focus on the nature of disciplinary practices in an all-Black, all-male manhood development class. While scholars have identified the “discipline gap” as a salient aspect of the experience of Black male students in schools, few studies offer insight into the nature of disciplinary practices in spaces that Black male students view as supportive and positive. Existing studies also rarely capture African American male student perceptions of classroom and school discipline at the high school level. Utilizing Althusser (1971) and Leonardo (2005) to theorize about the racialized nature of discipline in schools, the authors find that a reframing of discipline within this alternative setting provides a counternarrative to how Black male students are typically perceived to respond to school discipline. The authors argue that, led by a “hero teacher,” the manhood development class functions as an example of “transformative resistance” (Giroux, 2001), changing how Black male students perceive themselves.
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Magdalene, Wamugunda, Gachahi Michael, and Kimosop Maurice. "Students’ Conceptions of Role of Guidance and Counselling in Discipline Management in Secondary Schools in K1rinyaga County, Kenya." International Journal of Education and Literacy Studies 7, no. 4 (October 31, 2019): 163. http://dx.doi.org/10.7575/aiac.ijels.v.7n.4p.163.
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Discipline is vital in the success of educational processes. Guidance and Counselling (GC) have been adopted as strategy to manage student discipline the world over including Kenyan schools. Though students form the major clientele of services provided in schools, studies regarding provision of counselling and guidance in relation to management of learners’ behaviour have largely ignored students’ conceptions. This study sought to establish students’ conceptions of the role of GC in managing discipline among learners in public secondary’ schools in Kirinyaga County, Kenya. The descriptive survey research design was used and a sample of 167 students was randomly taken from 13 secondary schools and questionnaires used to collect data. Results indicated that though students knew of availability of counselling services, they rarely sought them. The study further noted that students experienced punitive forms of punishment, including corporal punishment, despite availability of GC departments and government policies guiding the handling of learners’ discipline in Kenyan schools. The study concluded that secondary school students sampled have not fully embraced GC services. Therefore, the practice of GC as currently structured, may fail as a discipline management strategy. The recommendations based on findings are that the Education Ministry and School Boards of Management should not only enforce government policies on discipline management and explore ways of winning students’ confidence in the GC services.
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Blake, Jamilia J., Danielle M. Smith, Asha Unni, Miner P. Marchbanks, Steve Wood, and John M. Eason. "Behind the Eight Ball: The Effects of Race and Number of Infractions on the Severity of Exclusionary Discipline Sanctions Issued in Secondary School." Journal of Emotional and Behavioral Disorders 28, no. 3 (July 8, 2020): 131–43. http://dx.doi.org/10.1177/1063426620937698.
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African American and Hispanic students receive more punitive school discipline than White students even when students of color commit similar infractions as Whites. Similarly, students with a disability status are more likely to experience harsher discipline in schools compared to their counterparts without a disability label. This study examines whether these discrepancies are a result of a difference in the number of infractions students of different racial/ethnic groups and disability categories commit. Using secondary educational data from a state educational agency in the United States, we demonstrate that African American and Hispanic students and students with an emotional behavioral disorder status receive more severe sanctions than White students and students without a disability label at their first discipline encounter. This racial disparity in discipline severity continues through six sanctions and is eliminated at the 13th sanction. The disability disparity in discipline severity dissipates after 10 sanctions for students with emotional behavioral disorder and intellectual disability. Implications for school personnel and future directions are discussed.
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Palmer, Neal A., and Emily A. Greytak. "LGBTQ Student Victimization and Its Relationship to School Discipline and Justice System Involvement." Criminal Justice Review 42, no. 2 (May 17, 2017): 163–87. http://dx.doi.org/10.1177/0734016817704698.
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Lesbian, gay, bisexual, transgender, and queer (LGBTQ) students experience higher rates of school-based victimization than their peers, and this victimization contributes to higher risk of suicide, substance misuse, mental disorder, and unsafe sexual experiences. In addition, these experiences may increase LGBTQ students’ interactions with school authorities and, subsequently, increase their risk of school discipline and involvement in the justice system. Using a sample of 8,215 LGBTQ middle and high school students in the United States surveyed online in 2015, this article explores the relationships between peer victimization and higher school disciplinary and justice system involvement among LGBTQ youth. Results indicate that LGBTQ youth who are victimized at school experience greater school discipline, including disciplinary referrals to school administration, school detention, suspension, and expulsion; and greater involvement in the justice system as a result of school discipline, including arrest, adjudication, and detention in a juvenile or adult facility. Moreover, school staff responses to victimization partially explain this relationship: Students reporting that staff responded to victimization in a discriminatory or unhelpful fashion experienced higher rates of school discipline and justice system involvement than those reporting that staff responded more effectively. Schools must confront pervasive anti-LGBTQ victimization and ineffective or biased responses from school staff to reduce unnecessary disciplinary involvement.
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Odhiambo Ogal, Dr Joshua. "Determining Ways of Controlling Unruly Students so as to Curb Destruction of School Building in Boarding Public Secondary Schools in Nyanza, Kenya." Sumerianz Journal of Education, Linguistics and Literature, no. 39 (September 25, 2020): 228–38. http://dx.doi.org/10.47752/sjell.39.228.238.
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The research investigated ways of controlling unruly students so as to curb destruction of school building in boarding public secondary schools in Nyanza, Kenya. The concept of discipline should not be associated with pain or fear, but rather it should be viewed as a system of guiding the students to make reasonable decisions. Discipline in school and at home should be that which will produce young people who will be responsible when they become adults. The total number of teachers in affected public secondary schools at the time of the study was 102, 300 students and 50 school principals. A sample size of 150 of the following respondents was suitable for the study, that is 25 deputy principals, 100 students and 25 school principals. Data was collected through questionnaire and interviews. Validity and reliability of the instrument were established through expert opinion and Cronbach’s Alpha Coefficient of 0.80 reliability test respectively. Data was analyzed using Coefficient of Determination, Analysis of Variance, frequency counts and percentages. Ways of controlling unruly students so as to curb destruction of school building in boarding public secondary schools were: preventive type of discipline 33.3%, guidance and counseling 52.4% and application of both preventive and corrective means of discipline scored 47.6%. This study is significant in that it reveals the factors leading to unruly behavior and burning of school premises among boarding public secondary school students in Nyanza. The findings of this study would be useful to the Ministry of Education Science and Technology and the achievement of Kenya Vision 2030 in education.
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Dutil, Stacey. "Dismantling the School-to-Prison Pipeline: A Trauma-Informed, Critical Race Perspective on School Discipline." Children & Schools 42, no. 3 (July 1, 2020): 171–78. http://dx.doi.org/10.1093/cs/cdaa016.
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Abstract Disciplinary policies in schools throughout the United States disproportionately affect students of color through exclusionary policies. A punitive approach can have detrimental effects on a population that also experiences higher rates of trauma. This article identifies school disciplinary practices that may retraumatize and criminalize youths and suggests replacing exclusionary discipline practices with trauma-informed ones that prioritize social–emotional support to students. Critical race theory (CRT) is an appropriate theoretical framework to guide the development of trauma-informed schools. Suggestions are provided for school social workers as key change agents in the issue of school discipline. The integration of CRT and trauma-informed practice is emphasized, as both are essential tools for dismantling the school-to-prison pipeline.
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Klasnić, Irena, Marina Đuranović, and Nevenka Maras. "EFFECTIVE SCHOOL DISCIPLINE – THE PRECONDITION FOR SUCCESSFUL TEACHING." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 229–39. http://dx.doi.org/10.17770/sie2018vol1.3125.
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Students and their behaviour at school has been the subject matter of many scientific texts. This article aims to present Croatian and international literature of the past 30 years on the subject of school discipline. School and classroom discipline, or lack thereof, is a problem that troubles many schools around the world. The article discusses the epistemological roots of the term discipline. Looking at discipline from a pedagogical point of view, it is not considered to mean unquestioned obedience, but a requirement for achieving a high quality learning and teaching process. As such, discipline does not represent the objective of the teaching process, but rather a means of ensuring optimal and encouraging circumstances, as well as harmonious cooperation between students and teachers. Working in such conditions is characterized by a high degree of commitment and motivation of all participants of the teaching process. The article presents possible causes of indiscipline, the importance of a teacher’s personality in achieving the desired discipline and possible strategies for classroom management. The authors present several suggestions that could help teachers practitioners in establishing and maintaining discipline.
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Astuti, Sri, Hamzah Hamzah, and Ainun Heiriyah. "EFEKTIFITAS LAYANAN BIMBINGAN KELOMPOK DENGAN TEKNIK ROLE PLAYING UNTUK MENINGKATKAN KEDISIPLINAN SISWA KELAS VIII A DI SMP NEGERI 14 BANJARMASIN." JURNAL MAHASISWA BK AN-NUR : BERBEDA, BERMAKNA, MULIA 4, no. 3 (December 22, 2018): 11. http://dx.doi.org/10.31602/jmbkan.v4i3.1638.
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ABSTRACT This study is based on preliminary observations at SMP Negeri 14 Banjarmasin, there are students in schools who do not apply the discipline attitude in the school environment. It was known from students who arrived late at school, dressed not according to the rules, did not go to school without information, went out during class hours, chatting with friends during class hours, neglecting schoolwork and this was often complained by other subject teachers. The formulation of the problem in this study is how much the level of discipline of students before or after being given services and whether group guidance services with role playing techniques are influential to reduce students who lack discipline. This study aims to find out how much the level of discipline of students before and after being given services and knowing group guidance services with role playing techniques can have an effect on improving student discipline. This research method uses quantitative pre-experiment. The population in this study was class VIIIA with a total of 33 students. The results of student discipline before the group guidance service with role playing techniques from the initial test (O1) and the final test (O2) are said to increase student discipline because the value of posttest is higher than the pretest. Thus the researchers concluded that group guidance services were effective in increasing the discipline of class VIIIA students in SMP Negeri 14 Banjarmasin. Keywords: Group Guidance, Role Playing Techniques, Discipline
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Mawene, Dian, and Aydin Bal. "Spatial othering: Examining residential areas, school attendance zones, and school discipline in an urbanizing school district." education policy analysis archives 28 (June 15, 2020): 91. http://dx.doi.org/10.14507/epaa.28.4676.
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Drawn from interdisciplinary perspectives of special education, critical geography, and education policy, in this study, we examined the spatial patterns of residential areas, school attendance zones, and school discipline rates of an urbanizing school district in Wisconsin to understand the construction of spatial “Other.” We measured the city’s dissimilarity index to examine racial and economic segregation between neighborhoods and elementary schools. We also measured the school district suspension rates to examine racial disproportionality in school discipline. We then analyzed to what extent the redrawing of elementary school attendance zones in the 2007-2008 school year was able to reduce the spatial concentration of racially and economically minoritized students in one elementary public school. We found that despite the well-intentioned efforts of the rezoning committee to lower the percentage of students from low-income families, spatial othering at the neighborhood level continued to funnel students from racially and minoritized backgrounds into the school, due to the concentration of low-income housing in the neighborhood of the school.
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Sadik, Fatma, and Onur Yalcin. "Examination of the Views of High School Teachers and Students with Regard to Discipline Perception and Discipline Problems." Journal of Education and Training Studies 6, no. 2 (January 27, 2018): 97. http://dx.doi.org/10.11114/jets.v6i2.2715.
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This research is a qualitative study comparatively examining the views of high school teachers and students related to discipline perception and discipline problems. The study has been realized at a vocational school during the 2014/2015 school term. Maximum diversity and criterion sampling methods have been followed for the formation of the study groups with 18 teachers and 16 students. The data collected through semi-structured interview forms has been evaluated by content analysis. As a result of the study, it has been observed that the teachers define discipline as a wholistic system, self-control and providing the necessary learning environment, while the students define it as self-control, obeying the rules and respect. The participating teachers, who agreed on the idea that discipline does not mean bullying or passivizing the individuals, described rudeness, lack of interest in the lesson and misbehavior as disciplinary problems. According to the teachers, not fulfilling the responsibilities and rudeness; according to the students, preventing the course from running and not being interested in the course are the most experienced discipline problems at their respective schools. Pursuant to the acquired results, the students differ from the teachers by thinkink that behavior such as not obeying the directives, using hazardous items and harming the environment/objects are the most common problems.