Journal articles: 'Classroom discipline'

1

Lewis, Ramon. "Classroom Discipline: Teachers' Preferences." Set: Research Information for Teachers, no. 1 (June 1, 1996): 1–4. http://dx.doi.org/10.18296/set.0899.

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Knoff, Howard M. "Preventing Classroom Discipline Problems." Special Services in the Schools 5, no. 3-4 (March 22, 1990): 215–39. http://dx.doi.org/10.1300/j008v05n03_12.

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Taylor, Nathan H. "Strategies for classroom discipline." Research in Developmental Disabilities 8, no. 3 (January 1987): 500–501. http://dx.doi.org/10.1016/0891-4222(87)90029-1.

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Bourassa, Nicole. "The Classroom as Studio—The Studio as Classroom." LEARNing Landscapes 2, no. 1 (February 1, 2008): 115–25. http://dx.doi.org/10.36510/learnland.v2i1.278.

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In this article a studio approach to teaching is examined. Based on her own pedagogical experience, the author shows how the "classroom as studio" and "studio as classroom" become a home for rich learning both within and beyond the classroom walls. She observes that through the skills, work ethic, processes, and discipline inherent to the arts, students develop the competencies that transfer easily across disciplines. Further, she demonstrates that the creative and natural language of movement and dance, in conjunction with a supportive studio atmosphere, can serve as a strong pedagogical equalizer that enables each student to flourish in an uninhibited way.

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Shanks, Joyce. "Building Classroom Discipline (Fourth Edition)." Teaching Education 6, no. 1 (September 1994): 179–81. http://dx.doi.org/10.1080/1047621940060123.

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Lewis, Ramon. "Classroom discipline and student responsibility:." Teaching and Teacher Education 17, no. 3 (April 2001): 307–19. http://dx.doi.org/10.1016/s0742-051x(00)00059-7.

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Tulley, Michael, and Lian Hwang Chiu. "Student Teachers and Classroom Discipline." Journal of Educational Research 88, no. 3 (January 1995): 164–71. http://dx.doi.org/10.1080/00220671.1995.9941295.

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MATSUURA, Kanako. "The Establishment of Classroom Discipline:." Journal of Educational Sociology 96 (2015): 219–39. http://dx.doi.org/10.11151/eds.96.219.

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GRUS, CATHERINE L. "DISCIPLINE: EFFECTS IN THE CLASSROOM." Journal of Developmental & Behavioral Pediatrics 23, no. 6 (December 2002): 464–65. http://dx.doi.org/10.1097/00004703-200212000-00022.

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Morris, Robert C., and Joseph C. Elliott. "Understanding Alternatives for Classroom Discipline." Clearing House: A Journal of Educational Strategies, Issues and Ideas 58, no. 9 (May 1985): 408–12. http://dx.doi.org/10.1080/00098655.1985.11674159.

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

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Lewis, Ramon, and Malcolm Lovegrove. "Parents' attitudes to classroom discipline." Journal of Australian Studies 13, no. 25 (November 1989): 11–22. http://dx.doi.org/10.1080/14443058909387003.

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Gregory, Anne, Erik A. Ruzek, Jamie DeCoster, Amori Yee Mikami, and Joseph P. Allen. "Focused Classroom Coaching and Widespread Racial Equity in School Discipline." AERA Open 5, no. 4 (October 2019): 233285841989727. http://dx.doi.org/10.1177/2332858419897274.

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We examined the effects of a teacher coaching program on discipline referrals using records from 7,794 U.S. classrooms in secondary schools. Some classroom teachers took part in a trial: They were randomized to receive intensive coaching in a focal classroom or to form a business-as-usual control group. The remaining teachers taught in the same schools as the teachers in the trial. Previous research suggested that the coaching program was associated with increasing equity in discipline referrals in focal, coached classrooms. The current study addressed whether effects found in the teachers’ focal, coached classrooms generalized to diverse classrooms in their course load. Results suggested that the coaching program had no generalized effects on reducing referrals with African American students or racial referral gaps in classrooms with coached teachers, relative to the control teachers and the other teachers in the schools. We offer implications for coaching programs and directions for equity-oriented efforts to reduce racial discipline gaps.

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Gazmuri, Carolina, Jorge Manzi, and Ricardo D. Paredes. "Classroom discipline, classroom environment and student performance influence Chile." CEPAL Review 2015, no. 115 (March 28, 2016): 101–14. http://dx.doi.org/10.18356/8138a464-en.

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Zhao, Chun Xiao, Xiu Fang Zhang, and Wei Na Gong. "Research on Simulation on Classroom Discipline Based on Complex System Theory with Scientific Teaching Materials." Applied Mechanics and Materials 63-64 (June 2011): 736–39. http://dx.doi.org/10.4028/www.scientific.net/amm.63-64.736.

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Classroom discipline is a complex and variable dynamic process, classroom problem behavior always leads classroom discipline problem that will affect teaching quality. The simulation on classroom discipline of multiagent system based on complex system theory uses dynamic simulation platform NetLogo. The result of simulation shows that this method can reproduce the dynamics of discipline behavior’s three stages in ecological classroom. This simulation provides forceful support for the classroom discipline management of teachers.

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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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Nimmo, Douglas. "Judicious Discipline in the Music Classroom." Music Educators Journal 83, no. 4 (January 1997): 27–32. http://dx.doi.org/10.2307/3399038.

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Bergin, Christi, and David A. Bergin. "Classroom Discipline That Promotes Self-Control." Journal of Applied Developmental Psychology 20, no. 2 (June 1999): 189–206. http://dx.doi.org/10.1016/s0193-3973(99)00013-1.

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Marr, Mary Beth, Bob Audette, Richard White, Edward Ellis, and Bob Algozzine. "School-Wide Discipline and Classroom Ecology." Special Services in the Schools 18, no. 1-2 (September 2002): 55–73. http://dx.doi.org/10.1300/j008v18n01_04.

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Fuhr, Don. "Effective Classroom Discipline: Advice for Educators." NASSP Bulletin 77, no. 549 (January 1993): 82–86. http://dx.doi.org/10.1177/019263659307754912.

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Stefanich, Gregory P., and Louise C. Bell. "A Dynamic Model for Classroom Discipline." NASSP Bulletin 69, no. 479 (March 1985): 19–25. http://dx.doi.org/10.1177/019263658506947904.

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Lock, Rose Woo. "Classroom Discipline Problems Can Be Prevented." Kappa Delta Pi Record 28, no. 1 (October 1991): 5–7. http://dx.doi.org/10.1080/00228958.1991.10517864.

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Marshall, John. "Classroom discipline: Contexts, assumptions and techniques." Irish Educational Studies 8, no. 1 (January 1989): 1–22. http://dx.doi.org/10.1080/0332331890080104.

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Azman, Zainal. "Pengelolaan Kelas dalam Pembelajaran." Edification Journal 2, no. 2 (January 6, 2020): 51–64. http://dx.doi.org/10.37092/ej.v1i2.136.

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Classroom management is a conscious effort to regulate the activities of the teaching and learning process systematically which leads to the preparation of facilities and teaching aids, the arrangement of the learning space, realizing the situation or condition of the teaching and learning process going well and the curricular objectives can be achieved. The ultimate goal of classroom management is students can develop self-discipline. Therefore, teachers should always encourage students to carry out self-discipline and the teacher himself should be an example of self-control and the implementation of responsibilities. So, teachers must be disciplined in everything if they want their students to be disciplined in everything.

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Enachi-Vasluianu, Luiza, and Flavia Malureanu. "A STUDY ON THE CAUSES OF STUDENTS’ DISRUPTIVE BEHAVIOUR IN PRIMARY SCHOOL AND GYMNASIUM IN THE ROMANIAN EDUCATIONAL CONTEXT." CBU International Conference Proceedings 6 (September 25, 2018): 843–47. http://dx.doi.org/10.12955/cbup.v6.1258.

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School today lays emphasis on developing skills which should ensure for children solid integration into society. Discipline is one of the skills which must be underlain in school. An efficient approach of discipline teaches students to assume responsibility and self-discipline. However, there have always been children who, for various reasons, break the discipline rules. Practice in school has shown that the factors that contribute to disruptive behaviour are connected to continuous changes in the social environment, curriculum idiosyncrasies, individual differences, the teacher-student relationship,the teacher’s act in classroom, the relationships among children in classroom / school, antipathy towards school, the need for social recognition, social isolation, impulsive behaviour, affective transfer, aggression in classroom / school, anxiety, absence of academic success, boredom, etc.Our paper limits the research to a series of causes of students’ disruptive behaviour in primary school and gymnasium specific to the Romanian educational context. The data gathered provides information on the perspectives of teachers regarding the most relevant causes that affect discipline in classrooms. Their acknowledgement may be of help as it diminishes the time, the energy and the stress required to deal with inappropriate behaviour displayed by selecting efficient strategies to counterbalance it beforehand.

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Emmer, Edmund T., and Julia Hickman. "Teacher Efficacy in Classroom Management and Discipline." Educational and Psychological Measurement 51, no. 3 (September 1991): 755–65. http://dx.doi.org/10.1177/0013164491513027.

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Marsh, Frank E., and Virginia Horns-Marsh. "Classroom Management and Discipline: For the Record." Kappa Delta Pi Record 35, no. 1 (October 1998): 8–9. http://dx.doi.org/10.1080/00228958.1998.10518400.

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Lee, Seungyoun, and Jack V. Powell. "Using Computer-Based Technology to Determine Emergent Classroom Discipline Styles in Preservice Teacher Education." Journal of Educational Technology Systems 34, no. 1 (September 2005): 83–110. http://dx.doi.org/10.2190/fcpm-4akm-e20v-kdl0.

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Problems related to disruptive behaviors of children in schools continue to be a topic of public debate and empirical inquiry among teachers and researchers across America. Although this problem is historic, it has resurfaced, with momentous attention during recent years. This article focuses on a computerized simulation used as an integrated component of a curriculum course. The simulation includes discipline issues with certain situations as one of six categories of emphasis. The researchers attempted to ascertain the extent to which the simulation influenced selected disciplines styles of preservice teachers before and after field experience. Chi-square, Somers'd, Gamma, Correlation, and Regression were applied to the data using after field experience as a dependent variable. Significant difference was found on “rating of simulation on discipline before–after field experience” with Chi-square analyses (χ2 = 27.196; df = 12; p < 0.007), and with regression analyses ( b = .249). Thus, preservice teachers who experienced a computerized simulation on discipline before field experience perceived the computerized simulation on discipline as an effective tool to learn discipline after their four-week field experience. Computerized simulation is shown to be helpful to preservice early childhood teachers prior to field experience. Therefore, integrating technology-based simulations into preservice teacher education programs can potentially and effectively influence solving discipline problems in real classrooms by helping preservice teachers construct their own beliefs and philosophy about discipline. Emergent themes and direct quotes from preservice early childhood teachers are shown on the aspect of discipline.

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Millei, Zsuzsanna J. "The Discourse of Control: Disruption and Foucault in an Early Childhood Classroom." Contemporary Issues in Early Childhood 6, no. 2 (June 2005): 128–39. http://dx.doi.org/10.2304/ciec.2005.6.2.3.

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Disruption can be a result of a wide array of circumstances, but is commonly identified as a ‘control problem’ in early childhood classrooms. In this article, the author argues that the recognition of disruption as a ‘control problem’ is embedded in and governed by the social power and values entrenched in teaching discourses. Classroom practices draw strongly on the discourse of educational psychology and utilise its power and immanent knowledge to ‘discipline’ early childhood agents through classroom practices. These early childhood practitioners then become both an object and a subject of this knowledge. This article problematises particular discourses used in a metropolitan West Australian pre-primary classroom and aims to find alternative avenues to view disruption. To aid this search, the multiple meanings of ‘discipline’ in connection to behaviour management, learning and pedagogy are explored.

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Rizqiyyatunnisa, Rizqiyyatunnisa. "Upaya Meningkatkan Karakter Disiplin Anak Melalui Pohon Kedisiplinan di Tk IK Keluarga Ceria Sleman." (JAPRA) Jurnal Pendidikan Raudhatul Athfal (JAPRA) 3, no. 1 (March 31, 2020): 36–48. http://dx.doi.org/10.15575/japra.v3i1.8104.

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The background of the problem in this study is that the behavior of the discipline is not fully owned by the children, so that it affects the teaching and learning process in the classroom. There needs to be a renewal in the form of strategies or media that can familiarize the discipline behavior of children, so that children can get used to discipline by using the discipline tree. This study aims to determine the application of the "Disciplinary Tree" in improving the character of child discipline and to measure the increase in the character of child discipline through "Disciplinary Trees in Kindergarten IK Ceria Family Sleman. The research method used is a research method with a qualitative approach in the form of classroom action research (CAR). Data collection is done by observation, interviews, and documentation. The subjects in this study were children of Class B1 Kindergarten IK IK Ceria Sleman Family with a total of 22 students, consisting of 9 girls and 13 boys. The results of this study can be concluded that: 1) the application of the discipline tree is done by introducing the discipline tree, its function and how to use it in children, then the children are asked to try and apply it during the learning activities. The teacher observes the child's disciplined attitude when using the discipline tree; 2) increasing the character of child discipline through Disciplinary Trees at IK IK Ceria Happy Family by 39.7%

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

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

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Rachman, Aulia, and Murniati Agustian. "Meningkatkan Kedisiplinan Siswa Melalui Pengelolaan Kelas di SDN 23 Pagi Palmerah Jakart." Jurnal Perkotaan 8, no. 2 (December 21, 2016): 75–93. http://dx.doi.org/10.25170/perkotaan.v8i2.277.

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This study is a classroom action research that aims to improve the students’ discipline by implementing effective classroom management. Discipline is an attitude to obey the order through training, supervision, and habituation. It is created in order, for individuals, to be obedient in school. Classroom management is the effort, in terms of activities, performed teachers, deliberately, to create and to maintain conducive learning situations, to enhance meaningful learning activities (active, effective, efficient, enjoyable), and to reduce boredom. The participants were the fourth grade students of SDN 23 Pagi Palmerah. The research result reported that the students’ discipline was significantly improved. It was proved by the improvement of the level of discipline from 70.75% to 83.49%. It can be inferred that the level of discipline of students can be improved by implementation of effective classroom management.

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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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Al Qahtani, Norah Saad Sultan. "The Undesirable Behaviors of Students in Academic Classrooms, and the Discipline Strategies Used by Faculty Members to Control Such Behaviors from the Perspective of the College of Education Students in King Saud University." International Education Studies 9, no. 3 (February 25, 2016): 197. http://dx.doi.org/10.5539/ies.v9n3p197.

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This study aimed to identify the undesirable students’ behaviors in academic classrooms, and the disciplinary, preventive and therapeutic strategies that will be used by faculty members to control those behaviors from the perspective of the College of Education’s students in King Saud University. The results of the study has shown that the undesirable behavior in academic classrooms that strongly apply to the sample are: cheating and plagiarism regarding homework and research, replying with a rude manners, using cell phones, side talking, and arriving late to lectures. And in regards to the discipline strategies that are used by faculty members, which strongly apply to the sample, and are related to co-educational assets, are: submitting a detailed plan at the beginning of the semester, establishing clear and concise discipline rules in the classroom and strictly follow them, explaining the consequences of not following the classroom discipline rules, treating students with respect and without mockery or embarrassment, and maintaining eye contact. In addition, the therapeutic disciplinary strategies are: giving a first notice to the student to remind him or her of the discipline rules, asking the student calmly but strictly to stop the undesirable behavior. The study has come up with a number of recommendations and suggestions.

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Rahimi, Mehrak, and K. Fatameh Hosseini. "EFL teachers’ classroom discipline strategies: the students’ perspective." Procedia - Social and Behavioral Sciences 31 (2012): 309–14. http://dx.doi.org/10.1016/j.sbspro.2011.12.060.

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Ritchie, S. M. "Classroom Discipline: Some Practical Suggestions for Beginning Teachers." Aboriginal Child at School 13, no. 1 (March 1985): 14–17. http://dx.doi.org/10.1017/s0310582200013596.

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My first teaching appointment to Cunnamulla Secondary Department in 1975 was indeed a humbling experience. I am constantly reminded of my frustrations experienced as a beginning teacher as I see inexperienced teachers grapple with similar problems now, at Murgon High School.Against this background, I would like to offer some suggestions for establishing and maintaining classroom discipline. Although these suggestions are specifically directed at beginning teachers in schools with significant proportions of Aboriginal students, they may also be helpful to teachers in other settings, since they are well supported in the literature (see references).

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Tidwell, Amy, K. Brigid Flannery, and Teri Lewis-Palmer. "A Description of Elementary Classroom Discipline Referral Patterns." Preventing School Failure: Alternative Education for Children and Youth 48, no. 1 (October 2003): 18–26. http://dx.doi.org/10.1080/1045988x.2003.10871075.

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Butler, Regina J., and Ronald Madle. "Software reviews choices: Classroom management and discipline system." Journal of School Psychology 29, no. 2 (June 1991): 187–89. http://dx.doi.org/10.1016/s0022-4405(05)80012-3.

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Laurier, Lisa. "Beyond Control: Heart-Centered Classroom Climate and Discipline." International Journal of Christianity & Education 19, no. 1 (March 2015): 75–76. http://dx.doi.org/10.1177/2056997115578365.

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Gibbs, Joan L. "Value-Based Discipline in a Fifth Grade Classroom." Middle School Journal 31, no. 5 (May 2000): 46–50. http://dx.doi.org/10.1080/00940771.2000.11494652.

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Matthews, Michael R. "Discipline-based philosophy of education and classroom teaching." Theory and Research in Education 12, no. 1 (January 14, 2014): 98–108. http://dx.doi.org/10.1177/1477878513517341.

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Tadic, Aleksandar, and Ivica Radovanovic. "The effects of problem-based learning about modern concepts of education and classroom discipline models in education of students of the Teachers’ Training Faculty." Zbornik Instituta za pedagoska istrazivanja 44, no. 2 (2012): 299–315. http://dx.doi.org/10.2298/zipi1202299t.

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The paper elaborates the necessity of including the contents related to theoretical approaches to classroom discipline, research results on this topic and prevention models of classroom discipline in the curriculum of university education of future class teachers. Learning about the features of modern concepts of education and their understanding should precede learning about modern classroom discipline models in education of students of the Teachers? Training Faculty. The selection of a discipline model and strategies for maintaining classroom discipline should be consistent with the concept of education accepted by the teacher. The aim of the conducted research was to determine the effects of problem-based learning about modern concepts of education and classroom discipline models on students? opinions about the nature of children and adequate disciplinary measures in conflict situations. A quasi-experiment with parallel groups was used in the research, comprising 53 respondents, 32 in the control group and 21 in the experimental group. The results of the conducted experiment indicate that, compared to the control group, the experimental group was much more optimistic about the nature of children, considerably more attached to positive educational procedures, more consistent in elaborating disciplinary measures and more successful at articulating and explaining their attitudes.

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Peng, Ling. "Application of Flipped Classroom Based on Online Learning in University Business Administration Teaching." Lifelong Education 9, no. 7 (December 8, 2020): 131. http://dx.doi.org/10.18282/le.v9i7.1491.

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Business Administration is a sub-discipline of management, which mainly cultivates talents with knowledge and abilities in management, economics, law, business management, and production operations. With the development of Internet technology, the effective integration of online online learning and flipped classroom innovative teaching methods has enabled it to develop rapidly in college business management teaching, greatly improving the teaching efficiency of college business management subjects. This article puts forward some superficial suggestions based on the application of flipped classroom of online learning in business administration disciplines, in order to better improve the teaching quality of business administration disciplines in my country.

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Bryant, Lara M. P. "Geospatial Technology Curriculum Development." International Journal of Applied Geospatial Research 5, no. 1 (January 2014): 60–69. http://dx.doi.org/10.4018/ijagr.2014010104.

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The final project for students enrolled in Geospatial Technologies for the K-12 Classroom (GEOG 321) is the development of a lesson for their future classroom. An obstacle to implementing geospatial technologies in public classrooms is lack of relevant curriculum and data. After reviewing the limited existing curriculum, students design age-appropriate lessons for possible publication on the New Hampshire Geographic Alliance website. The objectives for this final project were: 1) students will determine age-appropriate skills that utilize geospatial technologies to support instruction in their intended discipline, 2) students will demonstrate the appropriate skills needed to design feasible lessons for the K-12 classroom, 3) students can integrate geospatial technology skills into a variety of disciplines and age levels, and 4) students can employ the geographic inquiry method in their lessons. Students presented their lessons to peers and outside reviewers to receive feedback. The students had the option to submit their lessons to the New Hampshire Geographic Alliance for pilot testing and dissemination to help fill the need for relevant curriculum and data.

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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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Susanti, Nur Indah Dwi, Rima Vien Permata Hartanto, and Mohammad Muchtarom. "KOMPETENSI KEPRIBADIAN GURU PPKN MELALUI KETELADANAN DAN IMPLIKASINYA TERHADAP PEMBENTUKAN KARAKTER DISIPLIN SISWA (STUDI DI SMP NEGERI 1 MOJOLABAN KABUPATEN SUKOHARJO)." PKn Progresif: Jurnal Pemikiran dan Penelitian Kewarganegaraan 13, no. 2 (December 1, 2018): 93. http://dx.doi.org/10.20961/pknp.v13i2.26590.

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The objectives of research were (1) to find out the forms of modelling in Personality Competency of Civic Education teacher in SMP Negeri 1 Mojolaban, and (2) to find out the implication of Civic Education teacher’s modelling to creating the students’ discipline character in SMP Negeri 1 Mojolaban. This research employed a qualitative research approach, with descriptive qualitative research type. Data source derived from informant, place, event, and document. The sampling technique used was purposive sampling one. Techniques of collecting data used were interview, observation, and document analysis. Data validation was carried out using data and method triangulations. Data analysis was conducted using an interactive model of analysis. Considering the result of research, the following conclusions could be drawn. (1) The forms of role model in personality competency of Civic Education teacher were as follows: The personality of a disciplined teacher, democratic, patient, tolerant, broad-insight teacher personalities. (2) The implication of Civic Education teachers to the creation of students’ discipline character was as follows: the students could receive and imitate one of Civic Education teachers’ modelling, indicated with their coming early to classroom when the lesson began, students completing school attribute and uniform, students attending the lesson in the classroom and no truancy, students always attending flag ceremony, and maintaining the cleanliness at school. However, role model is the most decisive factor in creating the students’ discipline; it could be seen from the students showing the discipline character only in the classroom Civic Education teachers class VII while the other teacher’s class had not shown the discipline character yet. Keywords: Personality Competency, Civic Education, Modelling, Discipline Chara

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SOYDAN, Sema BUYUKTASKAPU, Devlet ALAKOC PIRPIR, and Ayse OZTURK. "Pre-School Teachers’ Classroom Management Competency and The Factors Affecting Their Understanding of Discipline." Eurasian Journal of Educational Research 18 (March 1, 2018): 1–18. http://dx.doi.org/10.14689/ejer.2018.73.9.

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

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

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Eilam, Billie, and Edna Shoham. "Perceptions of Classroom Discipline: Implications for Teacher Education Programs." Curriculum and Teaching 13, no. 2 (January 1, 1998): 71–83. http://dx.doi.org/10.7459/ct/13.2.07.

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Guider, Jeff. "Curriculum, Classroom Management and Discipline for the Aboriginal Student." Aboriginal Child at School 19, no. 4 (September 1991): 21–32. http://dx.doi.org/10.1017/s0310582200007550.

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The Director-General of Education in 1982, Mr. D.Swan, stated that Aboriginal education had two purposes: to enhance the development and learning of Aboriginal students and to enable all students to have some knowledge, understanding and appreciation of Aborigines and their cultural heritage (Aboriginal Education Unit, 1982, p.5). Unfortunately, today Aboriginal students still do not enjoy compatible success and participation rates to those of non-Aboriginal students. They are predominantly taught irrelvant curriculums and faced with inappropriate teacher classroom management and discipline styles. Subsequently, many Aboriginal students view schools as alien and hostile places. Schools do not meet Aboriginal students’ needs and problems of low self-esteem, motivation, academic achievement and a sense of safety and belonging often occur. Aboriginal students often do not behave in the same manner as non-Aboriginal students and teachers should be aware of the purposes of Aboriginal students’ behaviour and of the family and cultural influences which shape Aboriginals’ feelings, attitudes and values. There is a need in our schools for the inclusion of more Aboriginal perspectives in curriculums and for teachers to become aware of the need to change the way they teach and interact with Aboriginal students.

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Journal articles on the topic 'Classroom discipline'

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