The corporal punishment ban in schools: Teachers’ attitudes and classroom practices

Tiwari, Ashwini

doi:10.1080/03055698.2018.1446330

Cited by 13 publications

(8 citation statements)

References 20 publications

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“…As a result, an adolescent’s time at school may be hurting his/her sense of self-esteem, as he/she might feel that s/he is not intelligent. Second, corporal punishment is also very rampant in schools in India, as well as in Andhra Pradesh, in which teachers see it as an acceptable disciplinary method; and this conviction is stronger for teachers catering to schools in impoverished communities [ 18 , 71 ]. This is in spite of the fact that the Indian government has a legislation, the Right of Children to Free and Compulsory Education Act (2009), which prohibits corporal punishment in both private and public schools [ 65 ].…”

Section: Discussionmentioning

confidence: 99%

“…The negative effects of corporal punishment on a child’s mental and physical health is well accepted [ 18 , 72 , 73 ]. Considering this we contend that the negative association between time spent at school and self-esteem might be emanating from the widespread acceptance and use of corporal punishment in Indian schools [ 18 , 71 , 74 ]. Another aspect to consider when thinking of the quality of schools is bullying.…”

Section: Discussionmentioning

confidence: 99%

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Adolescent’s time use and skills development: Do cognitive and non-cognitive skills differ?

2022

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This study looks at the association of adolescent’s time use on the acquisition of cognitive and non-cognitive (psychological and social) skills, thus contributing to the literature on parental investment and skills development. Specifically, using data relating to adolescent’s time spent on school, study, sleep, and play, we investigate how these relate to cognitive and non-cognitive skills of older Indian children. For cognitive skills we use Peabody Picture Vocabulary Test (PPVT), which is a well-accepted measure of verbal intelligence. For non-cognitive skills, we construct a self-esteem variable using pride and shame questions; and a resilience variable using questions pertaining to whether an adolescent can get external help for coping with problems. Our results suggest that time use in all four types of activity has a positive association in the development of cognitive skills but competing associations when it comes to non-cognitive skills. We conclude that parental inputs into skills development, such as guidance about adolescent’s time-use, are likely to have a differential association depending on the kind of skills being developed.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Adolescent’s time use and skills development: Do cognitive and non-cognitive skills differ?

2022

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“…Faculty or Trainer's commitment and their friendly behaviour with the trainees or students are always considered as an important factor by many scholars in the recent studies. (Hue, 2010;Tabbodi, 2009;Tiwari, 2019). Impact of vocational education training and its reforms on the educational practices of any economy has been noticed by numeral research studies (Hedberg & Harper, 1996;Mulcahy, 1996;V.…”

Section: Trainer and Trainee Relation And Employabilitymentioning

confidence: 99%

“…Faculty or Trainer's commitment and their friendly behaviour with the trainees or students are always considered as an important factor by many scholars in the recent studies for getting better jobs in industry. (Hue, 2010;Tabbodi, 2009;Tiwari, 2019). The employability skills in marketplace refers to general as well as nontechnical competencies mandatory for performing almost all jobs in the industry, regardless of levels of jobs or its type (Ju, Zhang, & Pacha, 2012).…”

Section: Figure 2 Model Diagrammentioning

confidence: 99%

Determinants of Job Opportunities in Skill Development Institutions: Indian Perspective

Kumar¹,

Garg²,

Mishra³

2021

MJESTP

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In a fast-growing economy like India and having a comparatively young population, education, especially skill-based education, plays an important role. In the last two decades’ emphasis has been placed on this through education policy interventions at all levels of governance. Despite this, the impact is not sufficient. There is a need for the industry to associate with skill development institutions for need-based effective management programmes. This paper attempts to study the students’ perceptions of the skill development programmes and their efficiency in providing better job opportunities. The study shows a significant role of trainers, industry connections and institutes infrastructure in giving better jobs opportunities to the trainees of skill development institutes.

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“…There is a likelihood that teachers in India may have veered toward the use of reactive strategies to address socially unacceptable behaviour (Agrasar, 2018;Ghosh & Pasupati, 2016) and may even continue to believe that students are punished for their benefit (Agrasar, 2018;Cheruvalath & Tripathi, 2015). Historically, in Indian society, teachers are often seen as authoritative figures in children's lives and with that authoritative status (Raj, 2011) they are in a position to use any behaviour management strategy they feel is appropriate for the student (Agrasar, 2018;Tiwari, 2014). Due to limited research in the area of teachers' use of strategies to address students' behaviour in India, it is difficult to understand the real situation in Indian classrooms.…”

mentioning

confidence: 99%

Challenging Behaviours in Primary Classrooms: Examining Causal Attributions and Strategies Used by Primary School Teachers in India

Patnaik

Subban

2023

Australas. j. spec. incl. educ.

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In this study, we examined 535 primary classroom teachers’ causal attributions about challenging behaviour in West Bengal, India. The participants completed a questionnaire that collected information about their perceptions, causal attribution, and proposed strategies to address a range of challenging behaviours that were presented through five vignettes. The participants identified student-related and family-related factors as the main causes of challenging behaviour more frequently compared to teacher-related causes. They reported using proactive strategies more often than reactive strategies to address challenging behaviours in their classrooms. The findings provided insight into teachers’ causal attributions influencing their choice of classroom-management strategies, which helped to understand teaching practices and how they affect students. The implications of the study are presented to improve professional learning and practice for teachers and guide them to adopt strength-based strategies to address challenging behaviour in primary schools in West Bengal, India.

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The corporal punishment ban in schools: Teachers’ attitudes and classroom practices

Cited by 13 publications

References 20 publications

Adolescent’s time use and skills development: Do cognitive and non-cognitive skills differ?

Adolescent’s time use and skills development: Do cognitive and non-cognitive skills differ?

Determinants of Job Opportunities in Skill Development Institutions: Indian Perspective

Challenging Behaviours in Primary Classrooms: Examining Causal Attributions and Strategies Used by Primary School Teachers in India

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