Disciplinary Practices Research Articles

Child Disciplinary Practices at Home and Parental Attitudes Towards Physical Punishment to Children in Bangladesh

Child Disciplinary Practices at Home and Parental Attitudes Towards Physical Punishment to Children in Bangladesh

Lawton et al. v. Success Academy Charter Schools, Inc. (2018): Charter School Disciplinary Approaches and Students With Disabilities

By being public entities, Charter schools must meet federal legislative mandates (e.g., Section 504) in providing a free appropriate public education (FAPE) to students with disabilities—just as their traditional district public school counterparts must do. This legal update reviews a prominent case, Lawton et al. v. Success Academy Charter Schools, Inc. (2018). The case, which eventually settled for $1.1 million plus legal fees (nearly $1.3 million), serves as an illustration of challenges involving students with disabilities in charter schools using no-excuses disciplinary practices. After the review of the case is presented, ramifications for charter schools failing to accommodate students with disabilities in disciplinary matters are considered. Implications for practice are also discussed.

Undifferentiated Potency and Chiefly Punishment: A Phenomenological Analysis of Flogging in Botswana

In light of recent controversies surrounding judicial flogging in the customary courts of Botswana, this article surveys journalistic coverage of the issue and seeks to establish an account of flogging as a cultural practice. Drawing on legal, sociocultural, and phenomenological perspectives, it argues that flogging is deeply embedded in social hierarchies of age, rank, and morafe membership, and can be interpreted as a disciplinary practice aimed primarily at unruly youths. Morafe elders teach proper modes of public comportment that involve managing thoughts and behaviors, a practice termed here bodily modulation. Through bodily modulation, individuals convey an understanding of botho, or ‘humanness,’ expressing their existential interdependence with others and cultivating the social relationships that sustain their personhood. Flogging and its enmeshment with other aspects of Tswana life point to the theme of undifferentiated potency in Tswana thought, of which law is only one instantiation among others.

Love and Assault: Parents’ Views on Corporal Punishment in School

AbstractCorporal punishment remains prevalent in schools globally, and even after its prohibition in South Africa, the focus of this study, it continues. In some historically disadvantaged school environments, it persists with the approval of parents. Mothers and grandmothers, who are pivotal in supporting children's education and well‐being, are central to this dynamic as parents. However, in impoverished rural settings, parents are often unfairly blamed for endorsing corporal punishment without considering the sociocultural context they inhabit. Drawing from a qualitative study conducted in an impoverished rural community where women bear the burden of caring for children, this paper challenges the prevailing one‐sided narrative of parental support for corporal punishment. Instead, it argues for a nuanced understanding of corporal punishment that is contextual. Parents' endorsement of corporal punishment is contingent; it is accepted when framed as ‘disciplinary action infused with love’ but rejected when labelled as ‘assault’. An understanding of corporal punishment as an assemblage is critical if accounts of disciplinary practices within local school settings are to move beyond simplified accounts of parents' universal support for corporal punishment.

Knowledge Management Education in Europe

Abstract: The European knowledge management (KM) education landscape is characterized by diversity and interdisciplinarity, a characteristic facet that is briefly scoped in this article, with references to educational programs across the continent. While there seems to have been a relative decline in dedicated programs titled “knowledge management,” the topic is increasingly taught in the context of a broad variety of degrees, from health care to innovation management, education, and information studies. In higher education, knowledge management is still struggling as a recognized discipline, and it is often taught in the context of technical and engineering education and in business schools as a part of management programs. As a result, the earlier criticisms that knowledge management training does not comprehensively mirror the cross-disciplinary nature of the field and the uneasy relation of knowledge management as a theoretical and practical discipline persist.

E-leadership Practices and Implication for Higher Educations: A Systematic Review Protocol

E-leadership practices in developed countries are employed for leadership in business and industry which is an applicable system that is advantageous for leaders and employers to connect simply through technology. However, e-leadership practices in higher education, specifically in developing countries, need further investigation. To gain insight into this gap in e-leadership practices in higher education, this systematic review will search and analyze e-leadership practices from developed to developing countries in different disciplines with different methodologies which have implications for higher education. For this systematic review, the databases GOOGLE SCHOLAR, PUBMED and IEEE XPLORE will be utilized. Articles published in the English language that focus on e-leadership practices in different disciplines will be eligible. The evidence will be searched and data will be extracted on the similarities and differences between e-leadership practices in previous research. Indicating the searched evidence in methodology, geography, and discipline will determine how many e-leadership practices exist. I will ensure that all articles are checked and address e-leadership practices in different disciplines and contexts to provide vital ideas and implications for higher educations.

Academic literacies as a theoretical underpinning for Learning Development support

Research into academic literacy or literacies, however the term is defined, and how the field relates to disciplinary practice, has been debated in recent decades (Lillis and Scott, 2007; Lillis, 2019). Consideration of academic literacies is also a key component of the Learning Development community as the profession has evolved and developed its own identity. Is the term defined as ‘literacy’ or ‘literacies’? Is it a core component of Learning Development practice, or is it more tied to disciplinary and curriculum-based delivery? By understanding the literature around the definition and the development and application of academic literacies, can we consider how this relates to current perceptions and understanding of the field in a Learning Development context and what impact it may have on student learning? This workshop provided participants with the opportunity to hear about current research being undertaken by the ALDinHE research virtual Community of Practice (vCoP) to investigate our current understanding of academic literacies, how they are (or it is, if considered a singular literacy) perceived across the Learning Development community, and how we might measure its impact on our practice and student learning. For simplicity within this paper, academic literacies will be referred to as a plural form. Due to the historical creation of Learning Development teams in response to sector changes in higher education, this workshop provided participants with the opportunity to hear about the current research on academic literacies. Participants were also able to discuss their own experiential views to develop a shared understanding of how we may apply this understanding to practice, and what the impact on our work may be. The workshop aimed to help define our understanding of academic literacies—both in terms of the literature and in practice—and take away ideas and examples of practice that we can apply in our own work.

Examining the Home Learning Environment Practices for Emergent Bilinguals: Insights from Parental Survey

This study aims to investigate the general practices of bilingual students’ home learning environments and to compare the variation in practices as a function of parents’ length of stay in the USA, educational levels, and household income by analyzing the results of a large-scale parental survey in an urban area in the southwestern United States, serving a predominantly Hispanic student population. The data consisted of 959 parents’ responses. The findings show that parents’ practices of engagement in students’ learning, discussions for students’ future, emotional support, students’ media consumption, disciplinary practice, and support for students’ autonomy vary in multifold ways as a function of their backgrounds. For example, while most parents, regardless of their background, were not prone to supporting children’s autonomy when deciding children’s routines at home, those with higher educational and income levels tend to more frequently participate in children’s classrooms or discuss children’s college entrance and career paths. The study discusses the implications of the findings and limitations.

The Impact of the Missouri School-Wide Positive Behavior Support (MO SW-PBS) on Disciplinary Exclusions

The negative outcomes of exclusionary discipline practices on children and youth are well established. Fortunately, for the past two decades, research has demonstrated that pro-active instructional approaches and building supportive class and school environments can effectively promote student social, emotional, and behavioral well-being, especially when evidence-based practices are placed within a problem-solving multitiered system of supports such as school-wide positive behavioral interventions and supports (SWPBIS). Recent work examining state-wide behavioral interventions and supports (PBIS) initiatives, which include professional development and technical assistance to school leadership teams, has clearly documented that educators can reduce problem behavior and thereby reduce the need or use for exclusionary discipline practices. This study extends that body of knowledge by examining Missouri’s SWPBIS initiative over time and across grade levels. Using an extant data base, schools implementing SWPBIS with fidelity were compared with nonimplementing schools over 11 school years. Results indicated that schools implementing SWPBIS with fidelity had statistically significant lower rates of exclusionary discipline practices at the primary, middle, and high school level. Results are discussed within the context of past state-wide SWPBIS initiatives.

Социальные сети как современный тотальный институт

The modern Internet space, especially in the context of social networks, can be viewed through the prism of the theory of total institutions. This article delineates the concept of a total institution, outlining the genesis of its constituent categories. Drawing upon the ideas of E. Goffman, M. Foucault, and P. Bourdieu, a characterization of the total institution is presented. The scientific reflection on this topic within the domestic academic community is also reviewed. Employing semantic analysis and critical discourse analysis methods, the article identifies two potential approaches to applying the category of “total institution” for the analysis of communication in the internet space: first, the social network reproduces similar structures within itself, isolating certain subjects while endowing others with preferences, thereby functioning analogously to social and political systems; second, the social network itself is a total institution, set in opposition to the ordinary world. Conclusion emphasizes the functionality of four parameters through which a social network can be conceptualized as a total institution: enclosed space, rhythmic time, control, and disciplinary practices. These characteristics amplify their impact on the speaking subject under the conditions of the dominance of a quasi-political discourse, prevalent in social networks.

Multimodal Academic Discourse Socialization: Examining Geoscience Students’ Disciplinary Knowledge Construction and Socialization at a Canadian University

Abstract This ethnographic multiple-case study examines how undergraduate students are socialized into the disciplinary norms, values, and practices of a geoscience course at a Canadian university. Transcending logocentric assumptions about academic discourse, this article advances a broader domain of inquiry––multimodal academic discourse socialization––which foregrounds the polysemiotic nature of academic socialization. This approach examines not only linguistic but also a wider range of semiotic resources, including gestural, visual, material, and spatial ones, among others. To understand geoscientists’ disciplinary norms, values, and communicative practices, ethnographic data (classroom observations, semi-structured interviews, course-related artefacts) were thematically analysed. Focal students’ geoscience poster presentation performances were also analysed using multimodal interaction analysis to scrutinize micro-level instantiations of disciplinary practices. Findings highlight how students were socialized into geoscience ‘observations and interpretations’ through a recurrent multimodal classroom activity, which was also reflected in micro-level multimodal practices enacted in students’ geoscience poster presentations. This study emphasizes that multimodal enactments constitute a crucial dimension of disciplinary practices and values connected with learning to think, view, and represent knowledge as geoscientists.

The covert and overt role of art in landscape partnership

Although in recent history the arts have received substantial attention as a conduit for memorable artworks to draw attention to issues that may be coincidental to the artists original intention, this does not acknowledge the arts as equal partner in a shared enterprise but more to facilitate the accessibility of difficult concepts. This essay explores the capability for the visual arts to increase understanding of issues as disparate as the loss of rural landscape to urban development and the incremental effects of sea level rise upon coastal communities. With increased specialisation of disciplinary practice there is an incapacity to address the multi-dimensional character of practical challenges, particularly in the matter of the societal impacts of environmental change. This demands greater flexibility in approach to policy and an understanding that the increasing frequency of unforeseen events beg the question of our cultural preparedness to evolve a new paradigm for knowledge sharing.

Certain aspects of combination of practical disciplines "Fire training" and "Special physical training" in institutions of higher education with specific learning conditions

The article discusses the impact of external and internal factors on the effectiveness of higher education systems, particularly in the context of training future law enforcement officers. It is noted that ensuring quality student training requires consideration of specific learning conditions, such as requirements for firearms and physical training. The article analyzes the role of disciplines such as «Firearms Training» and «Special Physical Training» in shaping the professional skills of future law enforcement officers. The importance of these disciplines in ensuring societal security and enhancing the combat readiness of law enforcement officers in various conditions, including wartime, is highlighted. Specifically, the necessity of firearm proficiency and the ability to effectively utilize it in situations requiring law enforcement intervention is discussed. It is also noted that preparation for armed conflicts and security maintenance requires students to have a high level of physical fitness and firearm interaction skills. In the context of contemporary challenges related to increasing crime rates and wartime, the importance of combining education with firearms and physical training to develop a well-rounded law enforcement personality is emphasized. The authors emphasize that this combination helps students become prepared for real-life situations they may encounter in their future careers. The conclusion underscores the need for continuous improvement of law enforcement professionals’ skills in contemporary conditions, including tactical-specialized, firearms, and physical training. The importance of physical education and sports as a means of promoting a healthy lifestyle is also emphasized. Additionally, it is noted that present conditions and periods of wartime require law enforcement officers to possess special skills and abilities beyond routine duties. Such situations may necessitate additional training for law enforcement personnel with elements of military preparation, including terrain orientation, grenade throwing, obstacle overcoming, engineering preparation, and other important aspects.

A critical race feminist research-informed agenda that centres African American girls in school principal research and practice

ABSTRACT The purpose of this article is to present five areas for research and school leadership practice that centre African American girls. An analysis of critical race feminist research published in peer-reviewed articles yielded five themes for inclusive and affirming leadership research and practices: (1) Centring African American girls’ and their families’ voices, identities and lived experiences in school visioning and decision-making; (2) Enacting a school culture to ensure access to rigorous curriculum that centers African American girls’ lived experiences; (3) Cultivating emotionally safe school environments; (4) Dismantling inequitable discipline policies and practices and creating physically safe school environments and (5) Ensuring professional learning that centers critical race feminisms and builds educator capacity to affirm African American girls. To underscore the importance of centring African American girls in principal practice, these areas are aligned with culturally responsive school leader behaviours.

“A modest hijab”

The encounter perspective highlights frustration, moral commitment, power asymmetry, inequalities, and experiences. This article contributes to the ethnographies of encounters, articulating an encounter perspective with literature on gender and Middle Eastern studies. Through a single-story, I critique the culturalization of humanitarianism. This article shows the reflective discourse of the Syrian-Palestine woman refugee in Brazil who rebuilt her life and engaged in her religious self in its disciplinary practices. Samia’s narrative shows that her modesty was part of a larger personal project of being a pious woman. I argue that centring on the body of a woman and her “culture” deflects attention away from Brazilian precarious humanitarian aid, inequalities and the force of religious will. The methodology was ethnography based on fieldwork conducted between 2015 and 2018 in São Paulo and Rio de Janeiro, Brazil.

Challenges Encountered by Head Teachers in the Administration of Pupils' Indiscipline in Primary Schools in Anambra State

This study investigates the difficulties experienced by head teachers in dealing with pupils' indiscipline in primary schools in Anambra State, Nigeria. Utilizing an unmistakable examination plan, information was gathered from head teachers through organized polls and semi-organized interviews. The study uncovered a few difficulties, remembering troubles for recognizing main drivers of indiscipline, guaranteeing consistency in disciplinary activities, tending to peer strain and social elements, and overseeing huge class sizes. Regardless of these difficulties, head teachers executed different systems to oversee indiscipline, including cultivating positive connections, empowering open correspondence channels, offering advising and support benefits, and advancing pupil contribution in dynamic cycles. The findings highlight the significance of proactive intercessions and cooperative endeavors among school partners to actually address indiscipline. This study adds to the current writing by giving bits of knowledge into the one of a kind difficulties encountered by head teachers in Anambra State and gives proposals for working on disciplinary practices in primary schools

Českost a světovost moderního umění v Čechách (1848–1948)

The texts contained in this special issue of Acta Universitatis Carolinae: Philosophica et Historica / Studia Historiae Artium were presented as papers at a conference entitled Czechness and Internationalism of Modern Art in Bohemia (1848–1948), held on 24 May 2022 at the Institute of Art History, Faculty of Arts, Charles University in Prague. The theme of the conference was chosen in respect of the research interests of Professor Petr Wittlich, a long-time pedagogue and researcher at the Institute, who celebrated a significant jubilee on 23 May 2022. Colleagues, pupils and friends of the professor, who during their professional careers have also dealt with the issue of national, transnational and international identity of modern art in the Czech lands, were invited to participate in the conference. They focused both on local disciplinary practice and retrospective assessment of the phenomenon of nationality within modernity, modernism and the avant-garde, and also explored historical debates on this topic, projected into specific works, art projects and institutional programmes.

STUDI KAUSALITAS MOTIVASI DAN DISIPLIN KERJA TERHADAP KINERJA KARYAWAN BANK MUAMALAT KCU FATMAWATI

The aim of this research is to determine the influence of work motivation and discipline on employee performance at PT Bank Muamalat KCU Fatmawati partially and simultaneously. The method used is descriptive quantitative. The sampling technique uses a saturated sampling technique from a population of 60 as samples. The method used to test and analyze the influence partially and simultaneously uses hypothesis testing (t test and f test). This study investigates the significant impact of work discipline and work motivation on employee performance. Data analysis reveals that work discipline has a substantial influence on performance, with a contribution value of 0.933. This suggests that adherence to rules and punctuality play a crucial role in enhancing employee output, as supported by reinforcement theory and time management principles. Additionally, work motivation shows a significant effect on performance, with a contribution value of 0.672, highlighting the importance of intrinsic motivation factors, such as achievement and recognition, in driving employees to excel. The findings underscore the need for a comprehensive approach in performance management, emphasizing both the establishment of strong disciplinary practices and the cultivation of high motivation levels to optimize employee performance.

Challenges faced by head teachers in the management of students' indiscipline in secondary schools in Anambra State

This study explores the challenges encountered by head teachers in managing students’ indiscipline in secondary schools in Anambra State, Nigeria. Using a descriptive research design, data were collected from head teachers through structured questionnaires and semi-structured interviews. The study revealed several challenges, including difficulties in identifying root causes of indiscipline, ensuring consistency in disciplinary actions, addressing peer pressure and social dynamics, and managing large class sizes. Despite these challenges, head teachers implemented various strategies to manage indiscipline, including fostering positive relationships, encouraging open communication channels, offering counseling and support services, and promoting student involvement in decision-making processes. The findings underscore the importance of proactive interventions and collaborative efforts among school stakeholders to address indiscipline effectively. This study contributes to the existing literature by providing insights into the unique challenges faced by head teachers in Anambra State and offers recommendations for improving disciplinary practices in secondary schools.

School Suspension and Expulsion: Policy Statement.

Exclusionary school discipline practices-ie, suspension and expulsion-represent some of the most severe consequences a school district can implement for unacceptable student behavior. Suspension and expulsion were traditionally used for student behaviors that caused serious harm, such as bringing a weapon to school. Currently, the most common indications for exclusionary school discipline are for behaviors that are neither violent nor criminal. There is little evidence that exclusionary school discipline practices make schools safer or deter future misbehavior. American Indian/Alaska Native students, Black students, students whose caregivers have low socioeconomic status, male students, lesbian, gay, bisexual, transgender, and queer or questioning students, and students with disabilities are disproportionately disciplined with suspension and expulsion. In addition, exclusionary school discipline in the preschool period can be harmful to early childhood development. Children and adolescents affected by exclusionary school discipline are at higher risk for dropping out of high school and for involvement with the juvenile justice system. Both of those experiences are associated with a worse profile of physical and mental health outcomes. A multidisciplinary and trauma-informed approach to reducing exclusionary school discipline practices is described. Recommendations are provided at both the practice level for pediatric health care providers and at the systems level for both pediatric health care providers and educators.