Relevant bibliographies by topics / Rewards and punishment in education

Academic literature on the topic 'Rewards and punishment in education'

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Published: 25 July 2024
Last updated: 26 July 2024

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Journal articles on the topic "Rewards and punishment in education"

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PARİN, Mehmet, Tuğrul PEKER, and Durali ALANAY. "REGARDING REWARDS AND PENALTY PRACTICES IN THE CLASS MANAGEMENT PROCESS TEACHER OPINIONS." SOCIAL SCIENCE DEVELOPMENT JOURNAL 8, no. 37 (May 15, 2023): 90–105. http://dx.doi.org/10.31567/ssd.913.

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In this study, it was aimed to determine the situations of teachers applying reward and punishment in the classroom management process. The study group of this research, which is a qualitative study, consists of 23 teachers from different branches working in secondary education institutions within the body of Antalya Kepez District National Education Directorate. The participants of the research were formed by the maximum diversity method. The data of the research were collected through a semi-structured interview form, which is a qualitative data collection tool. In the semi-structured interview form, which was created by taking expert opinion, the teachers were asked "What are the main undisciplined behaviors of the students in classroom management?", "How and in what way do reward and punishment practices take place in the classroom management process?" have an effect on their behavior?'', ''Which rewards and punishments do you use most in order to regulate the behavior of students in the classroom?'' and ''What alternative practices can be used instead of rewards and punishments in classroom management?'' were asked. Interviews with the participants were recorded on a voice recorder. The data obtained from the interview were analyzed with qualitative data analysis methods and the interview data were defined and interpreted. In the findings obtained as a result of the research, the main undisciplined behaviors of the students are titled as the student's not knowing how to behave in the classroom, being indifferent to the school and lessons, and disrespectful towards his teachers and friends. In the second sub-problem, the most used reward application by the teachers is rewarding with a grade when the student shows positive behavior. Punishment was observed to be in the form of verbal warning when the student exhibits undesirable behavior. In the third sub-problem, the teachers stated that the reward had an effect on the behavior and the punishment had little or no effect on the behavior. In the fourth sub-problem, it was seen that teachers mostly used grades and psychological rewards as rewards, and psychological punishment the most as punishment. In the last sub-problem, it was observed that teachers did not have enough or no knowledge about alternative practices instead of rewards and punishments in classroom management. Teachers should be informed about the measured use of reward and punishment, which is a behavior control mechanism, in the classroom management process, and the possible negativities that may arise as a result of the use of reward and punishment. In classroom management, teachers should undergo in-service training on which alternative practices can be applied instead of rewards and punishments. Finally, for an effective classroom management, it is necessary to enrich the classrooms with materials and improve their physical conditions in order to teach the lesson with student-centered, activity-based methods and techniques.
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Waqiah, Waqiah, and Muhammad Zuhri Dj. "PENERAPAN REWARD DAN PUNISHMENT DALAM MENINGKATKAN MOTIVASI DAN PRESTASI BELAJAR PENDIDIKAN AGAMA ISLAM SISWA DI SMKN 4 BONE." AL-QAYYIMAH: Jurnal Pendidikan Islam 4, no. 1 (June 13, 2021): 71–84. http://dx.doi.org/10.30863/aqym.v4i1.1571.

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Abstract This thesis discusses how the application of reward and punishment in increasing motivation and learning achievement of Islamic religious education of students at SMK 4 Bone. This research is a qualitative research using three approaches namely the pedagogical approach, psychological approach and theological-normative approach. The data in this study were obtained through primary and secondary data namely observation and interviews directly to Islamic religious education teachers in the study site and also interviews directly to students in SMK 4 Bone by using research instruments in the form of observation guidelines, interview guidelines, documentation and analyzed with data reduction steps, data presentation and conclusion drawer. This study aims to determine the application of reward and punishment in SMK 4 Bone, To find out the forms of the application of reward and punishment in SMK 4 Bone, and to find out the implications of the application of reward and punishment in increasing student motivation and achievement at SMK 4 Bone Results of the research The process of applying rewards and punishments to improve student motivation and learning achievement at SMK 4 Bone, namely teachers and students make a deal that if students do their assignments well and excel will be rewarded. While students who do not do the work, disrupt the teaching and learning process, and do not obey the school rules, get punishment. As for the forms of rewards given to students such as gift giving, praise, body movements such as applause, thumbs up, etc. Whereas the Punishment given can be in the form of reprimands, additional tasks and body language / expressions (such as silence, looking away etc.).
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Safitri, Mazda Leva Okta, and Rudi Hermawan. "Reward or Punishment, Which is Better to Use in Elementary Schools?" Bulletin of Science Education 3, no. 1 (January 31, 2023): 9. http://dx.doi.org/10.51278/bse.v3i1.539.

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The application of punishment and the giving of reward are important parts of education. However, sometimes the implementation of punishment and the giving of reward is still not appropriate. This research is a literacy study. This study aims to provide a reference on various forms of reward and punishment used in elementary schools. The method used is collecting several references and drawing the best conclusions from the source. The stages used in this research are collecting sources, describing the content, and drawing conclusions. Various forms of punishment and rewards are used according to the level of moral development of the child. Although it is said that rewards are more effective than punishment, the use of punishment still needs to be done because rewards cannot replace the role of punishment as a means of controlling behavior. The combination of reward and punishment is the best educational tool. Keywords: Reward in Learning, Punishment in Learning, Elementary Schools Learning
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(雨婷 张) and (小颖 许). "The punishment is the reward – why elite Chinese students take supplementary Chinese literacy tutoring despite viewing it as ineffective." Global Chinese 9, no. 1 (April 1, 2023): 1–25. http://dx.doi.org/10.1515/glochi-2023-0012.

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Abstract Reward and punishment are basic concepts in psychology. To survive better, humans and animals often need to maximize rewards and minimize punishments and threats. The human brain makes judgments about rewards and punishments based on distinguishing among complex environmental factors and makes decisions about future actions accordingly. Chinese students have spent more than a decade of primary and secondary school education with purposeful, fine-grained time management learning with the goal of success on the college entrance exam (Gaokao). The relationship between rewards and punishments for literacy tutoring at the primary and secondary school levels and the decision-making behavior of students and parents is therefore a question worth exploring. The purpose of this paper is to explore the decision-making mechanisms of elite Chinese students’ participation in or withdrawal from literacy tutoring in Chinese and the factors behind the reward and punishment mechanisms through grounded method analysis. The results show that most elite students and their parents do not believe that language literacy tutoring will significantly improve their chances for better college entrance exam scores, but there is a complex relationship between their decision-making behavior in tutoring and the reward and punishment mechanisms. Literacy improvement, emotional values, parent-child support obligations and even face-saving culture all contribute to students’ and parents’ decision-making behaviors. Choosing tutoring that is not seen as likely to improve test scores is a common phenomenon, which suggests that the punishment itself provides the reward that drives decisions to pursue literacy tutoring.
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Zaini, Bahruddin. "Reward dan Punishment dalam Perspektif Pendidikan Islam." CENDEKIA: Jurnal Studi Keislaman 8, no. 2 (February 2, 2023): 245–58. http://dx.doi.org/10.37348/cendekia.v8i2.182.

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Reward and punishment both are known as educational reaction through an action that have been done by students. rewards used tobe given for commendable act and punishments for the opposite one. Both are included in the educational media and arises as a form of effort to improve the behavior and character building of the students. The award is given as a form of expression of happiness and pride (appreciation) for the good deeds and achievements, while the punishment is given to evaluate and improve, not to judge, rebuke or revenge. These reward and punishment are necessary tobe implemented in the world of education.
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Soleyadi, Muhammad Rois. "Concept Of Reward And Punishment And Its Implementation In Education In The Modern Era: Perspectives From The Quran And Hadith." AL-WIJDÃN Journal of Islamic Education Studies 9, no. 2 (April 22, 2024): 251–65. http://dx.doi.org/10.58788/alwijdn.v9i2.3783.

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Reward, as a positive stimulus, aims to strengthen desired behavior, while punishment, as a negative response, is directed at reducing undesirable behavior. These concepts reflect the ideas of reward and sin in Islam, with the Quran and Hadith providing guidance. The Quran employs terms such as tsawab and ‘iqaab to depict reward and sin. For example, in Surah Ali Imran verse 148, Allah emphasizes the provision of recompense in the world and good rewards in the Hereafter. In the educational context, rewards are not only material but also non-material, such as praise and recognition. Hadith also offers guidance on the concept of punishment in education. For instance, it indicates that educating a child involves specific stages, with physical punishment as an option when a child reaches the age of ten. Despite the allowance for punishment, affection, and gradual learning remain prioritized. In the context of implementing the concepts of reward and punishment in the modern era, the article notes new challenges in education and changes in perspectives on physical punishment. The article also discusses forms of rewards, such as verbal and non-verbal praise, symbols, enjoyable activities, and respect. Punishment is categorized into three types: associative, logical, and normative, with considerations for balance, context, consistency, psychological awareness, and alternative learning. By referencing Islamic teachings and modern psychological concepts, this article illustrates the importance of implementing reward and punishment wisely in the educational context to achieve character formation goals without compromising the psychological well-being of individuals. Keywords: Education, Punishment, Reward, Modern Era
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Sikorska, Daria. "Rewards and Punishments Applied in the Family Environment of Early Education Students." Pedagogika Rodziny 5, no. 1 (March 1, 2015): 121–36. http://dx.doi.org/10.1515/fampe-2015-0010.

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Abstract It may be presumed that in the upbringing process the most compromising attitude is that supported by the use of both positive and negative reinforcements. In the pedagogical aspect, rewards and punishments are measures consciously applied in educational work, their aim being to trigger change in the behaviour of a young person. Rewards and penalties applied in the upbringing process allow human behaviours to be enhanced positively or negatively. A reward informs about success: the person then does not have a reason for changing their behaviour. A punishment informs about failure, makes one revise one’s actions and change one’s behaviours, although it may also decrease the power to aim for achievement. The aim of this article is to present parents’ opinions on the application of rewards and punishments in the family environment of early education students.
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Sapri, Sapri. "Alat Pendidikan: Reward and Punishment dalam Perspektif Falsafah Pendidikan Istam." INSANIA : Jurnal Pemikiran Alternatif Kependidikan 15, no. 1 (May 23, 2018): 18–30. http://dx.doi.org/10.24090/insania.v15i1.1513.

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Abstract: The success ofthe educational process is influenced by educational tool, in the form of rewards and punishment. Both have been implemented by teachers in the learning process from early days until now. Educators or teachers should give their best to motivate each of their students by selecting the best educational toot. Therefore, we needs a proper understanding of this concept of reward and punishment. In addition, educators may only use reward and punishment as motivation. Reward and punishment must be carried out in accordance with the principtes contained in the teachings of Islam. The use of rewards is more effective than punishment, therefore, punishment may be used when other atternatives are not able to solve problems facing children. Keywords: Reward, punishment, motivation, philosophy of Islamic Education.
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Winter, Sam, Leung Yuk-Wah, and Ma Kwai-Heung. "Perceptions of Effectiveness of Rewards and Punishments: A Comparison of High- and Low-Achievers in Secondary School." Australasian Journal of Special Education 15, no. 1-2 (1992): 56–70. http://dx.doi.org/10.1017/s1030011200022557.

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Two Hong Kong studies are described which investigate the perceptions of junior secondary school pupils (high- and low-achieving) concerning the effectiveness of rewards and punishments. Both studies employ versions of Caffyn’s questionnaire. Initial analysis reveals that (a) there is a relationship between disaffection and achievement, and (b) pupils of both achievement levels have more favourable perceptions regarding the effectiveness of rewards than they do of punishments. A focus on the relationships between achievement and perceptions reveals that (c) high-achievers perceive a large number of rewards as more effective than do low-achievers, (d) low-achievers perceive very few other rewards as being more effective than do high-achievers, and (e) the situation is a little more balanced for punishments. The paper includes a discussion regarding particular reward and punishment items perceptions about which differentiate low-and high-achievers. Finally, it is noted that there is a high level of consistency between findings in the two studies reported in this paper. Where it is possible to make comparisons with other research findings from Hong Kong and elsewhere, a high degree of agreement between such findings is found.
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Padang, Didenickri, Masytoh Rangkuti, Reni Afriani Samosir, Yemima Xaveria Maran Siregar, and Laurensia M. Perangin Angin. "The Effect of Giving Rewards and Punishment on the Learning Motivation of Class V Students at SDN 101769 Tembung." Journal of Educational Analytics 2, no. 2 (June 5, 2023): 307–18. http://dx.doi.org/10.55927/jeda.v2i2.4423.

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Motivation has an important role so that the learning process in education can run well. This study aims to determine the effect of reward and punishment on the learning motivation of fifth grade students at SDN 101769 Tembung. This type of research used is quantitative research. The form of research used is descriptive survey research. The results showed that there was a positive and significant influence between giving rewards and punishments on the learning motivation of Class V students at SDN 101769 Tembung. The effect of reward and punishment on student learning motivation has an r coefficient of 0.633. Then, the magnitude of the influence of reward and punishment on student motivation is 40% which is obtained through the analysis of the coefficient of determination. Meanwhile, 60% which influences student learning motivation comes from other factors that are not included in this study.
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Dissertations / Theses on the topic "Rewards and punishment in education"

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Wong, Oi-hing Fanny. "Perceived effectiveness of reward and punishment by secondary school students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B2978914X.

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Wong, Kwai-lan Michelle. "Rewards and punishments : primary teachers' perceptions of their pupils' views /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14710274.

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Wong, Kwai-lan Michelle, and 黃桂蘭. "Rewards and punishments: primary teachers' perceptions of their pupils' views." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958308.

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Di, Santo Rebecca L. "The effect of extrinsic rewards on intrinsic motivation in preschool children /." View online, 1989. http://repository.eiu.edu/theses/docs/32211998880652.pdf.

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Kalipa, Velelo Clifton. "Supporting the implementation of alternatives to corporal punishment in the Eastern Cape secondary schools : towards a framework for school management teams and teachers." Thesis, University of Fort Hare, 2015. http://hdl.handle.net/10353/5664.

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Alternative to corporal punishment in schools is a worldwide practice. Most countries have banned the use of corporal punishment in schools and have promulgated laws and adopted policies aiming to enforce the practice of alternative to corporal punishment. South Africa is one of the countries that have introduced policy on alternatives to corporal punishment. However, this policy does not provide details on how School Management Teams (SMTs) and teachers should support the implementation of alternatives to corporal punishment; as a result, schools end up having different approaches in as far as implementing alternatives to corporal punishment is concerned. There is also a serious problem of indiscipline in schools and this has since attracted growing attention of researchers in South Africa and the whole world. There are serious offences by learners in schools which range from serious criminal ones such as drug abuse, assaults, theft, murders and rapes to less serious ones such as truancy, incomplete projects, absenteeism and lateness, dodging and bunking of classes in schools. This study therefore sought to investigate how SMT and teachers support the implementation of alternatives to corporal punishment in schools. This was a multi case study of four secondary schools in the King Williams Town Education District which was conducted through qualitative research approach. Interviews and documentary analysis were used to collect data and a total of 16 participants (four principals, four SMT members and eight teachers) were selected. From the data, it emerged that some teachers were fixed in using corporal punishment to discipline learners in schools. The data also showed that the alternatives to corporal punishment (ATCP) policies were inconsistently applied as schools had different approaches in as far as how ATCP is implemented and that some schools had no ATCP policies at all. It also emerged from the data that school leadership was a problem in as far as supporting the implementation of ATCP in schools as in some schools the issues of disciplining learners was centralised in the principal’s office. It also became clear that the majority of participants did not understand the national policy on ATCP. There were no indications of parental involvement in the implementation of ATCP in schools. It can be concluded that the channels of communication among principals, SMTs, teachers with regards to the implementation of ATCP was problematic as there were no clear roles as to how each of these officials should implement ATCP. Some teachers still perceived the ATCP as unsuitable for maintaining discipline in rural schools and their discipline strategies were still characterized by punitive measures which border on corporal punishment. School discipline was not seen as a societal matter where other relevant stakeholders could play a pivotal role in learner discipline. This had a negative impact on the school discipline. Learners had no responsibility on maintenance of positive school atmosphere as they were not in any way part taking in the maintenance of discipline in schools. This study therefore recommends a comprehensive framework for the implementation of ATCP that will give details on the roles of SMTs and teachers in the implementation of ATCP in schools. It is recommended that this framework be inclusive of parents and other community stakeholders who would give different perspectives on the implementation of ATCP in schools as education is a societal matter. It is also recommended that more research be conducted that will deal with urban schools and on the involvement of parents and other stakeholders in the implementation of ATCP.
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Ng, Hoi-yan, and 吳凱欣. "The mediating role of engagement in the relation between incentives and task value." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/196512.

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The present study examined the relations between incentive, engagement and task value with reference to the Regulatory Engagement Theory (Higgins, 2006).With two incentive interventions (reward and utility), contribution of engagement on task value was tested through a mediation analysis. Significant results were obtained in the utility intervention group. Participants demonstrated higher task value and stronger engagement after intervention, a significant mediated effect also revealed that engagement explained the effects of intervention on task value. Results in the reward intervention group did not yield statistical significance but were in expected direction. The mediating effect of engagement in the relation between incentive and task value was generally supported, but the strength of effect varied upon the choice of incentives. Theoretical and practical implications were discussed.
published_or_final_version
Educational Psychology
Master
Master of Social Sciences
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James, Simon J. "Money and narrative : Dickens, Gissing and Wells." Thesis, University of Cambridge, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343894.

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Myers, Kristin Ratzlaff. "The effect of whole class rewards on motivating students to turn in homework assignments in a timely manner." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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Leung, Yuk-wah. "Rewards and punishments in schools : a study of their effectiveness as perceived by secondary school students and their teachers /." Hong Kong : University of Hong Kong, 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14419890.

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Gadomski, Marilyn L. "The effects of rewarding on first and second grade children's computer task performance according to classroom rewarding experiences." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39823.

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Intrinsic motivation, the preferred facilitator of performance, may be a relatively stable trait or specific to a given task. This study compared the computer task performances of 207 children in two schools, on the basis of their teachers' reward practices and the experimental reward conditions. Parents' reward practices, teachers' reward practices, and children's trait intrinsic motivation were measured. Baseline task performance scores and the chosen level of difficulty were statistically higher for children who were higher in the Judgment subscale of trait motivation than for those who scored lower on the Judgment subscale. The trait measure was positively related to most of the game scores and difficulty levels of the task motivation. Higher parent reward usage was related to lower SES and to lower achievement. Higher teacher reward usage was positively related to Grade 1 and to higher levels of difficulty. Children who had usually received rewards or who had not usually received rewards, according to a teacher survey of rewarding attitudes and behaviors, were given a challenging task with (a) no mention of rewards or (b) the promise of a reward. Experimental reward conditions consonant with reward experiences related to higher game scores, especially in Grade 1. Experimental reward conditions which differed from reward experiences related to lower game scores after the experimental condition. All scores were higher for Grade 2, except the number of minutes played. The subjects' choice of level of difficulty tended to increase throughout the three trials. The number of minutes played tended to increase during trials in Grade 1 and to decrease in Grade 2. Affect for the task was higher For Grade 2, higher For girls, and higher for Grade 2 children who were lower on the internal Judgment subscale of trait intrinsic motivation.
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Books on the topic "Rewards and punishment in education"

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ERIC Clearinghouse on Reading, English, and Communication., ed. Cyberspace class: Rewards and punishments. Bloomington, Ind: ERIC Clearinghouse on Reading, English, and Communication, Indiana University, 1996.

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Gözütok, F. Dilek. Öğretmenlerin dayağa karşı tutumları ve okullarda dayak uygulamaları. Cebeci, Ankara: F.D. Gözütok, 1993.

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Eliyahu, Munḳ Meʼir ben. Sparing the rod: A Torah perspective on reward and punishment in education. Bnei Brak: Mishor, 1988.

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Masʻūd, Muḥammad Saʻīd Āl. al-Wajīz fī fann al-taḥfīz. al-Riyāḍ: Dār Kunūz Ishbīlyā lil-Nashr wa-al-Tawzīʻ, 2009.

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B, Kenyon Susan, and Educational Resources Information Center (U.S.), eds. Distractions from teaching and learning: Lessons from Kentucky's use of rewards. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1996.

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Chatzēvasileiou, Vasilēs. To systēma poinōn stēn Hellēnikē ekpaideusē tou 19. aiōna. Thessalonikē: Ekdot. Oikos Aphōn Kyriakidē, 1988.

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Hyman, Irwin A. Reading, writing, and the hickory stick: The appalling story of physical and psychological abuse in American schools. Lexington, Mass: Lexington Books, 1990.

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Lalić-Vučetić, Nataša. Podsticanje učenika pohvalom i nagradom. Beograd: Institut za pedagoška istraživanja, 2007.

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Bradfer, Marc. Punis! Cestas: Elytis, 2004.

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Lalić-Vučetić, Nataša. Podsticanje učenika pohvalom i nagradom. Beograd: Institut za pedagoška istraživanja, 2007.

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Book chapters on the topic "Rewards and punishment in education"

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Kozlowski, Karen Phelan. "Unequal Rewards and Punishments for Demonstrating Knowledge." In The Hidden Academic Curriculum and Inequality in Early Education, 113–40. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429276361-5.

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Jorgensen, Rachel R. "Lasting Rewards." In Loving Your Job in Special Education, 5–25. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003322528-2.

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MacSuga-Gage, Ashley S., Nicholas Gage, and Antonis Katsiyannis. "Corporal Punishment." In Disproportionality and Social Justice in Education, 159–76. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13775-4_8.

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Ledford, Jennifer, Justin D. Lane, and Erin E. Barton. "Reinforcement, Rewards, and Praise." In Methods for Teaching in Early Education, 28–51. First edition. | New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315109800-3.

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Sungwa, Reuben, Liz Jackson, and Joyce Kahembe. "Corporal Punishment: Global Perspectives." In SpringerBriefs in Education, 17–35. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-1569-7_2.

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Csikszentmihalyi, Mihaly, and Reed Larson. "Intrinsic Rewards in School Crime." In Applications of Flow in Human Development and Education, 271–84. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9094-9_14.

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Sungwa, Reuben, Liz Jackson, and Joyce Kahembe. "Education and Corporal Punishment in Tanzania." In SpringerBriefs in Education, 37–49. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-1569-7_3.

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Warnick, Bryan R. "Discipline and Punishment in Schools." In Handbook of Philosophy of Education, 390–400. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003172246-37.

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Chun, Edna, and Alvin Evans. "Total Rewards Strategy and Talent Retention." In Conducting an Institutional Diversity Audit in Higher Education, 117–30. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003443568-11.

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Sungwa, Reuben, Liz Jackson, and Joyce Kahembe. "Findings on the Use of Corporal Punishment." In SpringerBriefs in Education, 51–74. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-1569-7_4.

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Conference papers on the topic "Rewards and punishment in education"

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Xiaoxue, Ma, Wang Zixian, Bian Jing, and Liu Fei. "Trust Model Based on Rewards and Punishment Mechanism." In 2010 Second International Workshop on Education Technology and Computer Science. IEEE, 2010. http://dx.doi.org/10.1109/etcs.2010.337.

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Asnur, Lise, and Desri Yeni. "The Effect of Rewards and Punishment on Employee Performance at Daima Hotel Padang." In Proceedings of the 1st International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2021, 3-4 June 2021, Ruteng, Flores, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.3-6-2021.2310911.

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Zhao, Fengzhi, and Yi Wang. "PBFT consensus algorithm based on reward and punishment mechanism." In 2022 3rd International Conference on Information Science and Education (ICISE-IE). IEEE, 2022. http://dx.doi.org/10.1109/icise-ie58127.2022.00043.

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Skoda, Jiri, Pavel Doulik, and Ivana Simonova. "RESEARCH ON THE CHILD CONCEPT OF REWARD AND PUNISHMENT RELATING TO EDUCATIONAL MEANS." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0623.

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Wang, Wenhui, and Xin Wen. "Research on Reward and Punishment System of Soldiers in Jinzhou Regiment District." In 4th International Conference on Education, Management, Arts, Economics and Social Science (ICEMAESS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemaess-17.2017.127.

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Shuai, Zeng, Xin Yang, Yang Yi-xian, and Hu Zheng-ming. "TM-RMRP: A Trust Model Based on a Recommendation Mechanism of Rewards and Punishments." In 2010 Second International Workshop on Education Technology and Computer Science. IEEE, 2010. http://dx.doi.org/10.1109/etcs.2010.595.

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Syamsudin, Moh Anas, and Harun Rasyid. "The Effects of Verbal Reward and Punishment on Gross Motor Learning Activities for Children 4-5 Years Old." In Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsie-18.2019.71.

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Berkant, PATOGLU, Emrah, and DOGAN, Ayhan. "Reward and Punishment System Applied to Students in Military Educational Institutions in the Ottoman Empire: the Example of Military Secondary School." In 2nd International Conference on Future of Teaching and Education. GLOBALKS, 2019. http://dx.doi.org/10.33422/2nd.icfte.2019.12.865.

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He, Xiaogang, Xiaopeng Fang, Zhong Wei, Yanli Yang, and Zhiyou Sun. "Study on HSE Management System of AP1000 Nuclear Plant Project." In 18th International Conference on Nuclear Engineering. ASMEDC, 2010. http://dx.doi.org/10.1115/icone18-29798.

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Being a third generation advanced nuclear plant type, AP1000 has the characteristics of modular construction, “Open-Top” method lifting, etc, which simultaneously present a new challenge for site HSE management. Through studying Health, Safety & Environment (HSE) site management of the first AP1000 nuclear plant (ANP) under construction, this research analyzes the difference of HSE management aspects, such as management commitment and responsibility, HSE awareness and concept, training and education, HSE reward & punishment system and other aspects between China and the west. It also puts forward the specific idea for developing site HSE management system suitable for ANP technology characteristic and China’s actual conditions, which will provide a guarantee for the safe and smooth construction of ANP project.
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Sitoiu, Andreea, and Georgeta Panisoara. "Conditional Parenting and its Influence on the Child’s School Activity." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/33.

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This article addresses the topic of conditional parenting, and it focuses on analyzing the relationship between parenting and the school activity of the student at the level of primary education. Conditional parenting, which provides the child with conditional love and self-esteem, it stands out by: focusing on the child's behavior, considering that human nature is negative and parental love is a privilege that must be earned, also being the adept of punishments and rewards. Conditional love entails the parent's desire to have an obedient child, obedience being the basis of control. `How could an obedient and conditional loved child develop competencies for the future? How well will he meets the demands of today's school or how will he relate to the faculty? These are the questions that have guided the approach of the whole mixed type research, that has been carried out over a period of half a year, using the following methods: questionnaire based survey and focus group method. Through this research, conclusions were drawn regarding conditional parenting and its influence on school activity of the pupil in the primary cycle. Starting from the interpretation of the research results, it was highlighted that the relationships between children and parents based on safety and unconditional love have contributed to the harmonious development of the child and to the skills for the future, through school.
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Reports on the topic "Rewards and punishment in education"

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Honig, Dan. Managing for Motivation as Public Performance Improvement Strategy in Education & Far Beyond. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-misc_2022/04.

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People management has an important role to play in improving public agency performance. This paper argues that a ‘Route Y’ managerial approach focused on supporting the empowered exercise of employee judgment will in many circumstances prove superior to conventionalreform approaches steeped in ‘Route X’ monitoring and incentives. Returns to Route Y are greater when employees are or can become more “mission motivated” – that is, aligned with the goals of the agency in the absence of monitoring and extrinsic incentives. Returns to Route Y are also greater when monitoring is incomplete or otherwise likely to unproductively distort effort, thus lowering the returns to using performance-linked rewards and penalties. I argue that education systems are one (but far from the only) setting where Route Y is a lever worth focusing on in efforts to improve public performance in the developed and developing world alike.
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Sutton, Heather, and Lucciana Álvarez. How Safe Are Caribbean Homes for Women and Children?: Attitudes toward Intimate Partner Violence and Corporal Punishment. Inter-American Development Bank, December 2016. http://dx.doi.org/10.18235/0008461.

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This policy brief uses data from the 2014/2015 Latin American Public Opinion Project survey to examine attitudes toward intimate partner violence and child physical discipline in six Caribbean countries. Although Latin America has a reputation for a particularly macho culture, Caribbean adults were 10.8 percent more likely to tolerate a man beating his wife if she neglects the household chores and 5.7 percent more likely to if she is unfaithful. Characteristics of those who were more tolerant of intimate partner violence included being lower income, younger, resident of a rural area, and not completing secondary education. Similarly, those who say it is necessary to physically punish children in the Caribbean - and those who experienced physical punishment frequently themselves - were more prevalent than in Latin American countries. Experiencing frequent physical punishment during childhood was found to be a statistically significant correlate of male tolerance of intimate partner violence after controlling for other individual characteristics. Policy options to prevent intimate partner violence and childhood violence are examined.
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Thailinger, Agustina, Camilo Pecha, Diether Beuermann, Elena Arias Ortiz, Cynthia Hobbs, and Claudia Piras. Gender Gaps in the English-speaking Caribbean: Education, Skills, and Wages. Inter-American Development Bank, May 2023. http://dx.doi.org/10.18235/0004935.

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This document contributes to the understanding of the reasons behind gender gaps in education and how they translate into labor market outcomes and trajectories in the English-speaking Caribbean. What are the main characteristics of these gaps? Are they observed through the entire life cycle? Do they grow over time? What factors can explain them? A detailed analysis of updated educational and labor market data for five countries of the English-speaking Caribbean - The Bahamas, Barbados, Guyana, Jamaica, and Trinidad and Tobago- complements previous studies by: (a) following the English-speaking Caribbean population from primary school to the labor market; (b) assessing the existence of gender gaps in education and in the labor market separately; and (c) analyzing the relationship between them and how one affects the other. The analysis confirms previously documented trends. Males tend to underachieve in terms of secondary and post-secondary studies when compared to females, as measured by enrollment, completion rates and learning outcomes. Our study analyses different factors that could be driving these gaps, such as gender roles, socialization processes for both girls and boys, classroom pedagogy in Caribbean schools, school curricula, and corporal punishment in households and schools. Despite females better results in education, their outcomes in the labor market are less favorable than those of males. Women show lower participation, and among labor market participants, they have higher unemployment rates and lower wages than men. For The Bahamas and Guyana, we document that wage gaps are primarily driven by non-observable characteristics unrelated to labor productivity. By contrast, in Barbados, Jamaica and Trinidad and Tobago, wage gaps seem to be mainly driven by labor market experience, occupational rank, and industrial sector. Reductions in gender-based sectoral and occupational segregation could significantly close the wage gaps observed in the latter countries. We recommend the continued collection of timely and accurate disaggregated data to inform policymaking and positively impact inclusive and sustainable development.
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Southgate, Douglas. Alternatives for Habitat Protection and Rural Income Generation. Inter-American Development Bank, March 1997. http://dx.doi.org/10.18235/0008857.

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The key question the research in this paper tries to answer is whether those four activities truly represent a viable economic alternative in Latin America's environmentally fragile hinterlands. Several cases in each line of activity are analyzed to determine the level and distribution of the net financial returns they generate. Special attention was devoted to examining the degree to which net returns flow to local populations, as opposed to other economic agents. In general, examination of the rewards local populations can expect to derive from ecotourism and the harvesting of nontimber forest products suggests that allocating time and effort to those activities is unlikely to be very remunerative since unskilled labor is not particularly scarce in rural areas. In addition, little is to be gained by controlling access to natural resources, which for the most part are abundant. Moreover, making the sector-specific human capital and other investments needed for forest dwellers to capture more of the net returns from ecotourism, genetic prospecting, and so forth would probably not benefit them very much. Instead, furnishing them with education and training
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