Disciplinary Practices and Perceptions of School Safety

Farmer, G. Lawrence

doi:10.1300/j079v26n01_01

Cited by 12 publications

(9 citation statements)

References 49 publications

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“…Previous studies have found that students respond positively toward school violence policies that employ a broad range of rewards and sanctions for students and are based on flexibility and responsiveness to student behavior (Gottfredson et al., 2002). Flexible responses were found to be more effective in dealing with school violence, compared to strict responses that employ immediate and severe punishments and can increase the overall level of violence in the school (Farmer, 1999).…”

Section: Teacher Responses To Violence At Schoolmentioning

confidence: 99%

Student and teacher responses to violence in school: The divergent views of bullies, victims, and bully-victims

Berkowitz

2013

School Psychology International

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School bullying is a worldwide worrisome phenomenon that occurs within a broad context in which pupils and teachers can either reinforce or undermine violent behavior through interaction. Based on a nationally representative sample of students in Israel, this study examined patterns in student perceptions of student and teacher responses to school violence and differences in perceptions according to bully/victim participation (bullies, victims, bully-victims, and not involved). Student perceptions of responses to school violence, safety, not attending school due to fear of violence, and students’ sense of the severity of the violence problem in their school were examined. Findings indicated students and teachers did not actively accelerate violent episodes, but were reluctant to respond positively by intervening to stop violence. Positive responses to violence were related to positive school experiences among students. Students who were not involved in school bullying had the best perceptions of positive responses to violence. However, significant differences were not found among the three other groups (bullies, victims, and bully-victims). Findings suggested any participation in school violence involves a significant decrease in perceptions of positive responses. The importance of promoting a safe school environment and positive climate through increased awareness, involvement and supervision, and clear rules and strong norms against violence is discussed.

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Section: Teacher Responses To Violence At Schoolmentioning

confidence: 99%

Student and teacher responses to violence in school: The divergent views of bullies, victims, and bully-victims

Berkowitz

2013

School Psychology International

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“…The reason is that these problems are very common (Farmer, 1999;Kiptala, Okero & Kipturo, 2011) and that the learning setting gets disturbed through undisciplined students (Arwood, Morrow, Lane & Jolivette, 2005;Moreno, Cervelló, & Martínez Galindo, 2007).…”

Section: Introductionmentioning

confidence: 99%

“…However, discipline is usually perceived as control since traditional disciplinary applications are usually based on punishment and teachers focus on being a dominant character holding the power (Boyaci, 2009;Scarlet, 1997). The related literature shows that teachers mostly tend to warn threat and punish students when they do not behave as expected or when disturbing the teaching process (Farmer, 1999;Karahanci, 2013;Kazu, 2007;Konti, 2011;Sadik, 2008;Sadik & Arslan, 2015;Sahin & Altunay, 2011;Ugurlu, Dogan, Sofortakimci, Ay &Zorlu, 2014).…”

Section: Introductionmentioning

confidence: 99%

Children and Discipline: Investigating Secondary School Students’ Perception of Discipline through Metaphors

Sadık¹

2017

EUROPEAN J ED RES

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This is a descriptive study investigating the perception of children about discipline through metaphors developed by them. A total of 445 students participated in the research and the data was collected with the "Discipline Metaphors Survey (DMS)" developed by the researchers. At the end of the study, 143 metaphors, 94 positive and 49 negative, about discipline were gathered. The participating children mostly perceived discipline as a phenomenon guiding their behavior, maintaining the order, and as being necessary for the social life. Learning and development, self-control, protection mechanism, planned and ordered study, as well as collaboration are further positive perceptions of discipline. Negative metaphors, on the other hand, were usually power and control oriented and the discipline committee was described as the ultimate authority entity. Based on the students' views, discipline was provided through classroom rules and for misbehavior the teachers tended to use warnings, shouting/scolding and punishment. School rules, dress code as well as prohibited product checks at the entrance of the school, the Discipline Committee and discipline rules were reported as the most common practices of discipline in school. Most of the students who thought that punishment is necessary for discipline stated that the punishment should not involve physical violence and that it should be reasonable. Further expectations of the students found in the study included warning without shouting, doing enjoyable activities to address individual differences, informing everybody about the rules. Children's perception about discipline was usually affected by their teachers followed by their family and the school administration respectively.

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“…Bullying, forcing, punishing, controlling, applying strict rules and limitations are behaviors preventing the individuals' internal discipline (Ayas & Pişkin, 2008;Başaran, 2000;Cotton, 2004;Geiger, 2000;Kabaklı Çimen & Karaboğa, 2015;Rosen, 2005;Stephens, Kyriacou & Tonnessen, 2005;Sheets,2002;Temel, 2005). However, research shows that an implementation of discipline based on bullying and forcing occurs extensively at schools (Ayas & Pişkin, 2011;Cheraghi &Pişkin, 2011;Çetin, 2013;Gökyer & Doğan, 2016;Farmer, 1999;Kabaklı Çimen & Karaboğa, 2015;Kiptala, Okero & Kipruto, 2011;Kochenderfer-Ladd &Skinner, 2002). So, the result demonstrates that discipline is provided like this at the school where the study has been performed.…”

Section: Discussionmentioning

confidence: 98%

Examination of the Views of High School Teachers and Students with Regard to Discipline Perception and Discipline Problems

Sadık

Yalcin

2018

JETS

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This research is a qualitative study comparatively examining the views of high school teachers and students related to discipline perception and discipline problems. The study has been realized at a vocational school during the 2014/2015 school term. Maximum diversity and criterion sampling methods have been followed for the formation of the study groups with 18 teachers and 16 students. The data collected through semi-structured interview forms has been evaluated by content analysis. As a result of the study, it has been observed that the teachers define discipline as a wholistic system, self-control and providing the necessary learning environment, while the students define it as self-control, obeying the rules and respect. The participating teachers, who agreed on the idea that discipline does not mean bullying or passivizing the individuals, described rudeness, lack of interest in the lesson and misbehavior as disciplinary problems. According to the teachers, not fulfilling the responsibilities and rudeness; according to the students, preventing the course from running and not being interested in the course are the most experienced discipline problems at their respective schools. Pursuant to the acquired results, the students differ from the teachers by thinkink that behavior such as not obeying the directives, using hazardous items and harming the environment/objects are the most common problems.

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Disciplinary Practices and Perceptions of School Safety

Cited by 12 publications

References 49 publications

Student and teacher responses to violence in school: The divergent views of bullies, victims, and bully-victims

Student and teacher responses to violence in school: The divergent views of bullies, victims, and bully-victims

Children and Discipline: Investigating Secondary School Students’ Perception of Discipline through Metaphors

Examination of the Views of High School Teachers and Students with Regard to Discipline Perception and Discipline Problems

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