Relevant bibliographies by topics / School discipline

Contents

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

Academic literature on the topic 'School discipline'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'School discipline.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "School discipline"

1

Salsabila, Denisa, and Rini Rahman. "Sistem Boarding School dalam Membentuk Kedisiplinan Siswa di SMA Dar El-Iman Islamic Boarding School Kota Padang." AS-SABIQUN 5, no. 3 (May 1, 2023): 704–17. http://dx.doi.org/10.36088/assabiqun.v5i3.3293.

Full text
Abstract:
Education as an effort to form a generation that is intelligent and has good character. One of the good characters that needs to be formed in students is discipline. The education system that can shape student discipline is the Boarding School. Boarding schools are considered to be able to form discipline because students are guided and controlled directly by the dormitory supervisor who lives with the students in the dormitory. This study aims to find out the form of student discipline and the obstacles encountered in forming discipline at SMA Dar El-Iman Islamic Boarding School, Padang City. The method used is a qualitative research method with a type of field research (field research). Sources of data were obtained through in-depth interviews with hostel supervisors and students. To obtain the results of the interviews, the interview guide was used as a research instrument. Data collection techniques used are interviews, observation and documentation. While the data analysis technique is in the form of data reduction, data presentation and drawing conclusions. The findings in this study are; The first form of discipline for Dar El-Iman Islamic Boarding School high school students includes: a) Discipline in worship, students are disciplined in doing the midnight prayer, sunnah fasting, halaqah tahsin tahfidz and muroja`ah Al Qur`an. But lack of discipline in doing congregational prayers. b) Time discipline, some students lack discipline in time. c) Discipline in learning and practice, students are very enthusiastic and disciplined in learning and practicing d) Discipline is clean, tidy, orderly and orderly, overall students are still not clean, neat, orderly and orderly. e) Discipline in guarding the heart, students are disciplined in guarding the heart, that is, it can be seen that students really care about speech, politeness, respect, motivating one another and being honest. Second, the obstacles faced in forming discipline are that students are less consistent in carrying out discipline, adjustments to changes in systems and policies, hard to find examples.
APA, Harvard, Vancouver, ISO, and other styles
2

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
3

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
4

Johnson, Odis, Jason Jabbari, Maya Williams, and Olivia Marcucci. "Disparate Impacts: Balancing the Need for Safe Schools With Racial Equity in Discipline." Policy Insights from the Behavioral and Brain Sciences 6, no. 2 (October 2019): 162–69. http://dx.doi.org/10.1177/2372732219864707.

Full text
Abstract:
Policy responses to gun violence within K-12 school systems have not stopped the increasing frequency of their occurrence, but have instead increased racial and ethnic disparities in multiple forms of discipline. The crisis prevention policies that follow school shootings tend to exacerbate racial and ethnic discipline disparities (a) within schools as practitioners enact policies with discretion and bias, (b) between schools where policy is complicated by racial segregation, and (c) indirectly where academic consequences accrue to those who are not disciplined but attend schools with elevated school rates of discipline. Among the most promising policy alternatives to punitive disciplinary policy is restorative justice.
APA, Harvard, Vancouver, ISO, and other styles
5

Ferdinand, Novingky, Guruh Herman Was'an, Rizky Maulana, Nurul Oktaviani, Siti Aminah, and Komarudin Komarudin. "Meningkatkan Kedisiplinan Siswa Melalui Perspektif Syariah di SMK Bina Mandiri Multimedia." Jurnal Pengabdian Masyarakat Madani (JPMM) 2, no. 1 (February 23, 2022): 90–93. http://dx.doi.org/10.51805/jpmm.v2i1.72.

Full text
Abstract:
The goals of national education will not be achieved without discipline. Islam is a religion that teaches discipline as well as gentleness. Students in schools should carry out a disciplined attitude by obeying all the rules that apply in their school which is called student discipline. The Covid-19 pandemic has reduced the level of student discipline, especially student discipline at school. Community service activities in the form of counseling aim to improve student discipline through a sharia perspective at SMK Bina Mandiri Syariah. The method used is counseling activities and activity evaluation. The results of the extension activities found that there were main obstacles experienced by students in the application of discipline in schools, namely the adaptation process from the online teaching and learning system to the face-to-face system. The results of the evaluation of activities are known to increase the insight and commitment of students of SMK Bina Mandiri Multimedia in applying student discipline through a Sharia perspective, both inside and outside school. This community service activity is very useful for students at Bina Mandiri Multimedia Vocational School to improve student discipline through a sharia perspective.
APA, Harvard, Vancouver, ISO, and other styles
6

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
7

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
8

Faiz, Fajar Ridho Fatan, Nurhadi Nurhadi, and Abdul Rahman. "Pembentukan Sikap Disiplin Siswa Pada Sekolah Berbasis Asrama." QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama 13, no. 2 (July 31, 2021): 309–26. http://dx.doi.org/10.37680/qalamuna.v13i2.902.

Full text
Abstract:
Boarding school education instills various kinds of values ​​and characters to improve student discipline, both while undergoing education at school and when completing education. This study aims to explain the formation of student discipline in boarding schools. This study uses a qualitative method with an ethnographic approach. Data collection comes from the results of participatory observation, documentation, and in-depth interviews. Data analysis used disciplinary mechanism theory and Foucault's Panopticon. The results of this study indicate that the active role played by the teacher council, vice principal for student affairs, and school administrators in enforcing school rules has a significant relationship in shaping student discipline attitudes. The formation of students' disciplined attitudes is reflected in the various activities found in Islamic boarding schools and schools. Not arriving late at school, performing prayers on time, dressing neatly, participating in afternoon apple activities, cleaning the environment, and not violating the rules that have been set are activities carried out by students in forming their disciplinary attitude. Discipline formation is also carried out through two disciplinary mechanisms, namely by supervision through rules and punishments.
APA, Harvard, Vancouver, ISO, and other styles
9

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
10

Kitchens, Karin, and NaLette Brodnax. "Race, School Discipline, and Magnet Schools." AERA Open 7 (January 2021): 233285842110338. http://dx.doi.org/10.1177/23328584211033878.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "School discipline"

1

Pang, Sun-keung Nicholas, and 彭新強. "School climate: a discipline view." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956166.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Fragapane, Emily R. "School Discipline Practices: Language Differences in Office Discipline Referrals." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1532346525688423.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Sellars, Desmond. "School discipline theory and practice : implications for policy development in an isolated, rural school setting /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0035/MQ47475.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Wong, Ming-hau Anthony, and 黃明孝. "Collaborative management in school discipline in some secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957547.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Wheeler, Anitra. "Middle School Teachers' Perceptions of Discipline." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374223954.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Hoffman, Stephen L. "Time to Discipline? Estimating the Risks and Impact of Public-School Discipline." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112686.

Full text
Abstract:
In the three essays in this thesis, I explore the effect of school discipline policies on the suspension of public-school students, in an urban setting. In the first essay, using aggregate data, I investigate the effect of zero-tolerance disciplinary polices on secondary-school students. Capitalizing on a natural experiment, I used a “differences-in-differences” analytic approach to explore any benefit of a hypothesized deterrent effect and to estimate the impact of the abrupt expansion of zero-tolerance policies in one large urban school district. I found that Black students were suspended from school more often following the policy change, while suspensions of White students remained unchanged. In addition, expulsions from school, following the policy change, more than doubled for Black students, compared to only a small increase for White students. In the second essay, and the same urban setting, I employed continuous-time survival analysis in a student-level event-history dataset to estimate the risk of middle-school students’ first suspension of the school year. I found that this risk differed by three factors: (a) when the suspension occurred, (b) student grade-level, and (c) student race. At the beginning of the school year, this risk of first suspension for eighth-grade students was double the risk for sixth-grade students, although this difference diminished over time. Additionally, the risk for Black students was more than ten times the risk for White students. In the third essay, I extended my work further, using repeated-spells survival analysis to describe the timing of suspensions over the duration of the students’ entire middle-school careers. I found that—once a student had been suspended from middle school for the first time—the median time until a second suspension was less than one school year, and the median time until a third suspension was about one semester. These risks also differed substantially by gender, race, and poverty level. The risk of a first suspension for boys was substantially higher than for girls. This risk was also higher for poor students than for non-poor students. However, the risks of both a first suspension and subsequent suspensions were substantially higher for Black students, compared to White students, even after controlling for differences in poverty among the groups. Taken together, these analyses underscore disparities in school disciplinary practices, based on important student demographic characteristics, while providing an updated and more methodologically sound way of describing these effects.
APA, Harvard, Vancouver, ISO, and other styles
8

Yu, Bik-yin Rebecca. "Perceptions of discipline prefects towards their services : a qualitative study /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22291933.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Anderson, Elizabeth Anne. "The effectiveness of a proactive school-wide discipline plan on office discipline referrals at the elementary school level." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Elliott, Lyndzey R. "Teachers' Attitudes toward School Discipline| Studying How a Student's Implied Race May Influence Teachers' Understanding of School Discipline." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10742878.

Full text
Abstract:

This research explores the ways a student’s implied race may impact teachers’ understanding of school discipline. While the school-to-prison pipeline has been studied extensively, the role of gender, and the factors that may shape the disproportionate punishment of African-American girls, has been neglected. This study focuses on how the implied racial identity of girls may affect which girls are punished for violating school rules, as well as the extent to which they are punished, in some cases also showing how teachers understand their own motivation to punish. This study uses four vignettes to gauge responses to hypothetical rule violations from 34 current and/or former middle or high school teachers in the United States, comparing how the educators respond to differently raced girls who are identified as breaking school disciplinary codes. This study is a small but important piece in analyzing the school-to-prison pipeline and, in particular, to see why race is often a distorting factor in understanding who we punish and how we punish them. One of the findings of this study is that racial and gendered stereotypes and biases may lead to disproportionate and overly harsh school discipline recommendations for African-American girls. Encouragingly, responses from this survey did reflect an unexpected, yet promising shift from punitive to more restorative practices in terms of how some teachers want to handle school code violations. This newer approach to school discipline could potentially reduce the number of suspensions and/or expulsions, possibly lessening the presence of African-American girls in the school-to-prison pipeline.

APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "School discipline"

1

Rosen, Anne Farris. School Discipline. 2455 Teller Road, Thousand Oaks California 91320 United States: CQ Press, 2014. http://dx.doi.org/10.4135/cqresrre20140509.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Educational Resources Information Center (U.S.), ed. School discipline notebook. Malibu, CA: National School Safety Center, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Mwale, Joseph Kuthemba. Secondary school discipline study: Final report. [Zomba, Malawi?]: University of Malawi, Centre for Educational Research and Training, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Skiba, Russell J., Kavitha Mediratta, and M. Karega Rausch, eds. Inequality in School Discipline. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-51257-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

M, Ruesch Gary, ed. Discipline in the school. Horsham, Pa: LRP Publications, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

M, Ruesch Gary, ed. Discipline in the school. 2nd ed. Horsham, Pa: LRP Publications, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

1944-, Curwin Richard L., Mendler Allen N, Agency for Instructional Technology, Phi Delta Kappa, and Films for the Humanities (Firm), eds. Classroom discipline. Princeton, NJ: Films for the Humanities & Sciences, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Rosen, Louis. School discipline best practices for administrators School discipline: Best practices for administrators. Thousand Oaks, Calif: Corwin Press, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Jack, Blendinger, and Phi Delta Kappa. Educational Foundation., eds. Win-win discipline. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Coyle, Robert. Non-punitive discipline prescriptions. San Antonio, Tex: Principal Publications, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "School discipline"

1

Cameron, Mark. "School Discipline." In Encyclopedia of Adolescence, 2481–89. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_59.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Cameron, Mark, and Christina L. Voonasis. "School Discipline." In Encyclopedia of Adolescence, 1–18. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32132-5_59-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Cameron, Mark, and Christina L. Voonasis. "School Discipline." In Encyclopedia of Adolescence, 3281–98. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_59.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Burke, Robert W. "Discipline." In Encyclopedia of Cross-Cultural School Psychology, 377–78. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_134.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Chun, Julia, Tyler Tingley, and William Lidwell. "Discipline." In The Elements of Education for School Leaders, 32–33. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429321641-16.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Roper, Reginald E. "Discipline." In Physical Education in Relation to School Life, 60–65. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003427834-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Davis, Michelle R., Vincent P. Culotta, Eric A. Levine, and Elisabeth Hess Rice. "Discipline." In School Success for Kids With Emotional and Behavioral Disorders, 89–105. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237853-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Kafka, Judith. "Conclusion: Reclaiming School Discipline." In The History of "Zero Tolerance" in American Public Schooling, 119–26. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9781137001962_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Offutt-Chaney, Mahasan. "Undisciplining school discipline research." In New Approaches to Inequality Research with Youth, 126–37. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003303800-12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Flacks, Simon. "Drugs and school discipline." In Law, Drugs and the Politics of Childhood, 134–57. Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2021. | Series: New advances in crime and social harm: Routledge, 2021. http://dx.doi.org/10.4324/9780429282140-ch05.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "School discipline"

1

Hines-McCoy, Yvonna. "Discipline Disparities: An Analysis of School Discipline Practices in a North Carolina High School." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1566513.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

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

Full text
Abstract:
Discipline in class is essential. Without it the educational processes and teachings are difficult. In this manner curricula goals are almost impossible to achieve. There are and there always will be some kind of conflicts between teachers and students, but they should not evolve to become a problem. Teachers (especially elderly teachers) often express pessimism of contemporary students. They say that today's students have less knowledge, they do misbehave more often than previous generations. A study among students was conducted. It was trying to determine the rate of discipline in schools in Celje to see if these statements are true. The questionnaire to students of one primary and one high school in Celje, Slovenia were distributed. The answers from 234 students were received. On the one hand, it was found out that senior high school students have the worst level of discipline of all the grades tested. They themselves assess their class atmosphere as less disciplined. They report that teachers use a lot of time to calm the class down. All this is probably a factor in lower average grade that the senior high school students have. On the other hand, it was found out that teachers do not react to the disturbance or they are trying to be repressive. These are not the correct ways of dealing with discipline issues. Therefore, there are some recommended ways how teachers should react. Keywords: discipline in class, primary school, contemporary student, elderly teachers.
APA, Harvard, Vancouver, ISO, and other styles
3

Krotenko, T. Iu. "Teaching discipline "Management" in high school." In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/lj-09-2018-40.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Hwang, NaYoung. "Repeated Teacher Assignment and School Discipline." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1882102.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Wang, Shuyang. "Teacher Quality and School Discipline Disproportionality." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2009762.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Baggett, Hannah. "School Discipline in Alabama: The Case of Cotton County Schools." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1436884.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Husain, Rusmin, and Lindawati Lindawati. "The Influence of School Environment towards Primary School Students’ Discipline." In Proceedings of the 1st International Conference of Science and Technology in Elementary Education, ICSTEE 2019, 14 September, Makassar, South Sulawesi, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.14-9-2019.2289954.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Gleit, Rebecca. "Effects of School Discipline on Vulnerable Families." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1588129.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Vidić, Tomislava. "School Discipline in Individualistic and Collectivistic Cultures." In The 4th World Conference on Future of Education. Acavent, 2021. http://dx.doi.org/10.33422/4th.wcfeducation.2021.12.110.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

DiCrecchio, Nicole. "Does School Type Matter for Discipline in Preschool? Charter Schools Versus Noncharter Schools." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1583277.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "School discipline"

1

Gordon, Nora, and Krista Ruffini. School Nutrition and Student Discipline: Effects of Schoolwide Free Meals. Cambridge, MA: National Bureau of Economic Research, September 2018. http://dx.doi.org/10.3386/w24986.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Klevan, Sarah. Building a Positive School Climate Through Restorative Practices. Learning Policy Institute, October 2021. http://dx.doi.org/10.54300/178.861.

Full text
Abstract:
Widespread efforts to curb exclusionary and discriminatory discipline in schools have led to a growing focus on restorative approaches, a set of practices aimed at building strong in-school relationships and attachments, rather than pushing students out. This brief reviews research illustrating the benefits of these practices for student behavior, achievement, and attainment, and it elevates key lessons about what is needed to successfully implement restorative practices in schools.
APA, Harvard, Vancouver, ISO, and other styles
3

Darling-Hammond, Sean. Fostering Belonging, Transforming Schools: The Impact of Restorative Practices. Learning Policy Institute, May 2023. http://dx.doi.org/10.54300/169.703.

Full text
Abstract:
Across the country, many schools have adopted restorative practices in an effort to improve school climate and student outcomes while reducing exclusionary discipline. Restorative practices are designed to proactively build community, improve relationships, and help students amend harm when conflict occurs. Using 6 years of student survey data and California administrative data, this study examines the use of restorative practices in 485 middle schools and their impact on school and student outcomes. Analyses find that exposure to restorative practices improves students’ academic achievement and reduces suspension rates and disparities. Schools that increased use of restorative practices saw a decrease in schoolwide misbehavior, substance abuse, and student mental health challenges, as well as improved school climate and student achievement. Students of all racial and ethnic backgrounds benefited from restorative practice exposure, with Black and Latino/a students benefiting the most.
APA, Harvard, Vancouver, ISO, and other styles
4

Leung-Gagné, Melanie, Jennifer McCombs, Caitlin Scott, and Daniel Losen. Pushed out: Trends and disparities in out-of-school suspension. Learning Policy Institute, September 2022. http://dx.doi.org/10.54300/235.277.

Full text
Abstract:
During the 1990s and early 2000s, federal and state policies encouraged the implementation of zero-tolerance policies across the country, which helped fuel an overall increase in the use of suspension and expanded racial disparities in suspension. Recent changes in policy and practice have begun to shift educators away from exclusionary discipline, and we review those changes and trends in this report. We examine out-of-school suspension data from the Civil Rights Data Collection (CRDC), tracking trends over time. We also assess differences in suspension rates of students based on their race and ethnicity, school level, and disability status. We present data at national and state levels, and because out-of-school suspensions are concentrated in secondary schools, we focus our state-level findings on secondary school students. We explore the ways in which changes in suspension rates may be related to changes in policy, and we make recommendations for additional strategies to reduce school exclusion for all students, and in particular for those who have disproportionately experienced its negative effects.
APA, Harvard, Vancouver, ISO, and other styles
5

Hossain, Niamat Ullah Ibne, Raed Jaradat, Michael Hamilton, Charles Keating, and Simon Goerger. A historical perspective on development of systems engineering discipline : a review and analysis. Engineer Research and Development Center (U.S.), April 2021. http://dx.doi.org/10.21079/11681/40259.

Full text
Abstract:
Since its inception, Systems Engineering (SE) has developed as a distinctive discipline, and there has been significant progress in this field in the past two decades. Compared to other engineering disciplines, SE is not affirmed by a set of underlying fundamental propositions, instead it has emerged as a set of best practices to deal with intricacies stemming from the stochastic nature of engineering complex systems and addressing their problems. Since the existing methodologies and paradigms (dominant pat- terns of thought and concepts) of SE are very diverse and somewhat fragmented. This appears to create some confusion regarding the design, deployment, operation, and application of SE. The purpose of this paper is 1) to delineate the development of SE from 1926-2017 based on insights derived from a histogram analysis, 2) to discuss the different paradigms and school of thoughts related to SE, 3) to derive a set of fundamental attributes of SE using advanced coding techniques and analysis, and 4) to present a newly developed instrument that could assess the performance of systems engineers. More than Two hundred and fifty different sources have been reviewed in this research in order to demonstrate the development trajectory of the SE discipline based on the frequency of publication.
APA, Harvard, Vancouver, ISO, and other styles
6

Boda, Phillip, and Steven McGee. Supporting Teachers for Computer Science Reform: Lessons from over 20,000 Students in Chicago. The Learning Partnership, February 2021. http://dx.doi.org/10.51420/brief.2021.1.

Full text
Abstract:
As K12 computer science education is expanding nationwide, school districts are challenged to find qualified computer science teachers. It will take many years for schools of education to produce a sufficient number of certified computer science teachers to meet the demand. In the interim courses like Exploring Computer Science (ECS) can fill the gap. ECS is designed to provide a robust introduction to computer science and the accompanying professional development is structured such that a college level understanding of computer science is not required. This brief summarizes research with 20,000 Chicago Public Schools high school students and their teachers to test the claim that the ECS professional development can provide an adequate preparation for teaching ECS. The results provide strong evidence that full completion of the ECS professional development program by teachers from any discipline leads to much higher student outcomes, independent of whether a teacher is certified in computer science.
APA, Harvard, Vancouver, ISO, and other styles
7

Souch, Catherine, and Steve Brace. Geography of geography: the evidence base. Royal Geographical Society (with IBG), November 2020. http://dx.doi.org/10.55203/xqlb9264.

Full text
Abstract:
The Society, along with the wider geographical community, has known for a long time that geography attracts a disproportionately low number of young people from disadvantaged and Black and ethnic minority backgrounds to study the subject. We knew national participation trends but had little benchmark data at regional and school levels. And it is only by knowing more about who is choosing geography at school and university (and, importantly, who doesn’t), and how the rates of uptake and progression vary that we will be able to develop effective interventions to address the inequalities and ensure that geography is a vibrant discipline. The Society therefore commissioned a significant piece of independent research using the Department for Education’s National Pupil Database and linked HESA data (information on students at university) to answer our questions. Given the source of the schools data, the results are for England only for the period from 2009/10 to 2017/18.
APA, Harvard, Vancouver, ISO, and other styles
8

Durik, Amanda, Steven McGee, Edward Hansen, and Jennifer Duck. Comparing Middle School Students’ Responses to Narrative Versus Expository Texts on Situational and Individual Interest. The Learning Partnership, April 2014. http://dx.doi.org/10.51420/conf.2014.1.

Full text
Abstract:
This project examined the effects of text genre on both situational and individual interest. Middle school students completed a three-session web-based learning module in the domain of ecology wherein they were randomly assigned to either narrative or expository readings that were matched on key idea units and other variables. Students reported individual interest in ecology on the day before and after their exposure to the module. Affective and cognitive situational interest was measured after the readings on each day of the module. The results showed that expository readings were perceived as more helpful for learning than were narrative readings, but this varied somewhat by initial individual interest. Although the narrative versions did not facilitate situational interest, there was a small effect on individual interest suggesting that learners exposed to narrative readings came to perceive the domain of ecology as a more meaningful discipline than did those exposed to expository readings.
APA, Harvard, Vancouver, ISO, and other styles
9

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Goncharova, O. V. Methodological support of the educational process: digital control and evaluation tools for conducting current control and intermediate certification in the discipline "Excursion study of nature at school" for students of the training direction 44.03.01 Pedagogical education, orientation (profile) Biology. SIB-Expertise, January 2023. http://dx.doi.org/10.12731/er0667.20012023.

Full text
Abstract:
The paper presents guidelines for preparing students for practical classes. For practical exercises, control questions, basic terms on the topic, calculation and situational tasks, test tasks are given. Tasks for independent extracurricular work of students, topics of essays are also given.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'School discipline' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography