Students’ reaction to classroom discipline in Australia, Israel, and China

Coercive and supportive teacher behaviour: Within- and across-lesson associations with the classroom social climate

“…Coercive discipline includes sarcasm, yelling in anger, embarrassing students, and punishment (Lewis, 2001). In other studies by Lewis and colleagues students reported that they felt distracted by disciplinary behaviour they perceived as coercive, that they were feeling negative towards the teacher, and were, in general, adversely affected if the teacher handled misbehaviour by applying strategies they evaluated as coercive (Lewis, Romi, Katz, & Qui, 2008;Lewis, Romi, Qui, & Katz, 2005). In a similar vein, Frenzel, Pekrun, and Goetz (2007) showed that if teachers are perceived to convey a high negative value of failure (e.g., by punishment), students reported more anxiety and anger.…”

“…Using appropriate and non-offensive humour perceived as such by the students (Torok, McMorris, & Wen-Chi, 2004), encouraging positive student behaviour (Akin-Little, Eckert, Lovett, & Little, 2004; Lewis et al, 2008), providing emotional and academic support to students (Patrick, Ryan, & Kaplan, 2007), and undertaking activities students think are fun (Créton, Wubbels, & Hooymayers, 1989;van Tartwijk et al, 2009) are factors that support a positive classroom social climate (Woolfolk Hoy & Weinstein, 2006;Wubbels et al, 2006) and constitute a motivational factor for students (Goodenow, 1993;Patrick et al, 2007;Ryan, 1995;Solomon, Battistich, Kim, & Watson, 1997). For example, Frenzel et al (2007) showed that teachers' support of students in terms of providing clear and structured instruction, and keeping track of students' comprehension, positively affect student perceptions.…”

Öğretmenin Öğrencilerin Akademik Başarı ve Başarısızlığından Sorumluluk Algısı Konusunda Görüşler: Biyoloji Öğretmen Adayları Örneği

“…Özellikle öğretmenlerin öğrencilerin başarı ve başarısızlıklarından sorumluluk algılarını öğrenciler yönünde de kullanarak öğrencilerin kendi kendilerine sorumluluk almaları yönünde davranış kazanmalarına destek olmaları gerekmektedir (Alkove & McCarty, 1992;Carnell, 2005;Fenstermacher 2001;Lewis, 2008;Lickona, 2004;Pring, 2001;Özer & Anıl, 2011;Rothstein 2000). Çünkü öğrencinin sorumluluk algısının gelişmesiyle öğretmenine ve okuldaki çalışmalara yönelik tutumu arasında pozitif bir ilişki tespit edilmiştir (Romi, Lewis, Roache & Riley, 2011;Lewis ve diğerleri, 2008).…”

Chinese students’ perceptions of their creativity and their perceptions of Western students’ creativity

“…Measuring educational or psychological constructs, such as perceptions of students' creativity, in different national settings is problematic (Lewis et al, 2008;Riley et al, 2012).To avoid the cultural bias we, firstly carefully reviewed the literature which included research models, instruments, assumptions, assertions, interpretations, generalizations, and conclusions, from both Western and Eastern researchers in the area. The questionnaire was developed based on the literature.…”