Teachers’ classroom discipline and student misbehavior in Australia, China and Israel

Lewis, Ramon; Romi, Shlomo; Qui, Xing; Katz, Yaacov J.

doi:10.1016/j.tate.2005.05.008

Cited by 220 publications

(153 citation statements)

References 27 publications

Supporting

Mentioning

113

Contrasting

Unclassified

Order By: Relevance

“…Inspection of the mean scores showed that students reported higher levels of personal responsibility -students' willingness to protect rights (M = 3.89, SD = 0.52) than communal responsibility -encourage classmates to act responsibly (M = 3.44, SD = 0.45). The finding that students report more personal than communal responsibility is consistent with those of previous studies (Lewis, 2001;Lewis et al, 2005) which also indicate that students report higher levels of personal than communal responsibility.…”

Section: Students' Perceptions Of Classroom Management Strategiessupporting

confidence: 92%

“…The techniques with the lowest mean are punishment (M = 3.13, SD = 0.40), and aggression (M = 3.19, SD = 0.47). The findings of this study appear consistent with those of Lewis et al, (2005), which indicate that Chinese teachers use more hinting, recognition and reward, and discussion than punishment or aggression. This relative result may be explained by the Confucian heritage in both Vietnam and China which emphasizes social order.…”

Section: Students' Perceptions Of Classroom Management Strategiessupporting

confidence: 86%

“…In a comparative study into the relationship between students' perceptions of the classroom management techniques and student misbehavior of over 748 teachers and 5521 students in Australia, China, and Israel, (Lewis, Romi, Qui & Katz, 2005) report that Students who reported greater levels of misbehavior were more likely to perceive aggression by teachers, although no other strategy produced statistically significant univariate results (p.737).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Predicting Student Misbehavior, Responsibility and Distraction from Schoolwork from Classroom Management Techniques: The Students’ Views

Tran¹

2015

IJHE

View full text Add to dashboard Cite

This study reports students' perceptions of the classroom management techniques utilized in fourteen classrooms at eight junior high schools in one province in Vietnam. It examines data from 498 students in fifteen high schools in one district in Vietnam in grades 10 to 12 to identify how teachers' use of various management techniques, and the extent to which these relate to outcome variables -student misbehavior, responsibility and distraction from schoolwork. The results indicate that Vietnamese teachers use least punishment and aggression, and most discussion, recognition, and hinting. The results obtained from multiple regression analyses also show that techniques of the classroom management as predictors of student misbehavior, responsibility and distraction from schoolwork. Of the five classroom management techniques investigated, students' perceptions of teachers' use of punishment, aggression, discussion, and recognition had the most powerful effect on outcome variables. Among school management techniques, punishment and aggression negatively related to student responsibility, while discussion, recognition, and hinting positively related to student misbehavior and distraction from schoolwork. Implications of these findings are discussed.

show abstract

Section: Students' Perceptions Of Classroom Management Strategiessupporting

confidence: 92%

Section: Students' Perceptions Of Classroom Management Strategiessupporting

confidence: 86%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Predicting Student Misbehavior, Responsibility and Distraction from Schoolwork from Classroom Management Techniques: The Students’ Views

Tran¹

2015

IJHE

View full text Add to dashboard Cite

show abstract

“…Other studies show that students who are little reprimanded are less disrupted when teachers deal with misbehaviours and generally act more responsibly in that teacher's class. On the contrary, unnecessarily harsh and punitive disciplinary practices against students create a climate that contributes to school violence (Lewis et al, 2005). Moreover, some studies reveal the importance of interactions in class:…”

Section: Co-existence Of the Ostentation Processmentioning

confidence: 99%

A successful form of trade-off in compensatory policy classrooms

Vors

Gal‐Petitfaux

Potdevin

2015

European Physical Education Review

View full text Add to dashboard Cite

International audienceSince 2010, French middle schools with a high enrolment of difficult students have benefited from a compensatory policy called 'E ´ coles Collèges et Lycées pour l'Ambition, l'Innovation et la Réussite' (ECLAIR) (Primary and Secondary Schools for Ambition, Innovation and Success). These difficult students frequently misbehave, disengage from academic tasks and provoke conflict in the classroom. However, some physical education (PE) teachers are able to develop successful teaching strategies. This case study has analysed precisely the activity of the teacher in relation to the activity of the students in these difficult classes. It examined the successful forms of interaction between teachers and students in PE classes and sought to determine the meaning of these interactions in structuring a 'difficult' classroom culture. The study was conducted within a situated cognitive anthropology framework in middle schools enrolled in the ECLAIR programme. Eight successful PE teachers and 24 students between the ages of 12 and 16 were involved in this qualitative study. The results revealed that, in spite of divergent intentions, the respective activities of the teachers and students remained coordinated. This coordination was based on a recurrent form of classroom interaction that made use of processes of ostentation and masking

show abstract

“…In fact, these behaviors sometimes lead to a considerable reduction of learning opportunities by creating competitive alternative directions to the program's initial action (Supaporn et al, 2003) Kulinna (2007)(2008) affirms that disruptive behaviors constitute a big threat for good class management, thus encouraging to find appropriate ways to make the disruptive elements behave in an appropriate way in class in order to prepare them to live a future life as good citizens in society (Lewis , Romi, Qui, & Katz, 2005).…”

Section: Introductionmentioning

confidence: 99%

Student Teachers’ Reactions Responding to Students’ Disruptive Behaviors: A Case Study in High School Education in Tunisia

Maddeh¹,

Hermessi²,

Bennour³

et al. 2015

View full text Add to dashboard Cite

This article sets to study the reactions of student teachers towards students' disruptive behaviors in high school. A delayed video-scopic analysis has been performed using the "Disciplinary Incidents Analysis System" (Brunelle, Brunelle, Gagnon, Goyette, Martel, Marzouk, & Spallanzani, 1993). A total of 1379 reactions to disruptive behaviors have been recorded in Tunisian student teachers enrolled in the last year of their teacher education in the License-Masters-Doctorate (LMD) system. The results show a clearly low level of student teachers' intervention since they frequently opt for ignorance of disruptive behavior. In fact, a high predominance of the reaction "ignore" (56.9%) qualifies these interventions, while interactive reactions are seldom used (17.4%). Following these results, a readjustment is probably required in both the practical and theoretical parts of teacher education of Tunisian student teachers. This may occur by making teaching disruptive behaviors' management at school part of the curriculum.

show abstract

Teachers’ classroom discipline and student misbehavior in Australia, China and Israel

Cited by 220 publications

References 27 publications

Predicting Student Misbehavior, Responsibility and Distraction from Schoolwork from Classroom Management Techniques: The Students’ Views

Predicting Student Misbehavior, Responsibility and Distraction from Schoolwork from Classroom Management Techniques: The Students’ Views

A successful form of trade-off in compensatory policy classrooms

Student Teachers’ Reactions Responding to Students’ Disruptive Behaviors: A Case Study in High School Education in Tunisia

Contact Info

Product

Resources

About