Disciplinary Practices Research Articles

The relationship between teachers' disciplinary practices and school bullying and students' satisfaction with school: The moderated mediation effects of sex and school belonging.

An authoritative school climate, along with greater teacher support and warm relations among peers are frequently connected with less school bullying. The main aim of this paper is to examine the direct link as perceived by students between teachers' disciplinary practices and bullying in school and students' satisfaction with school. The indirect relationships are explored via the mediation of school belonging and the moderation of sex. High school students (N = 860, 40.4% male students) completed the Delaware School Climate Survey, the Multidimensional Students' Life Satisfaction Scale, and the Psychological Sense of School Membership Scale at a single time point. In general, teachers' disciplinary practices have significant direct effects on perceptions of bullying and satisfaction with school. Positive disciplinary (direct effect = .28, SE = .04) and SEL techniques (direct effect = .22, SE = .04) are related to bullying only among males, while punitive techniques are directly linked to school bullying unrelated to sex (b = .03, SE = .05). Similarly, the effect of positive disciplinary (direct effect = .27, SE = .08) and SEL (direct effect = .21, SE = .08) techniques on satisfaction with school was significant only among males. A direct relationship between punitive disciplinary techniques and satisfaction with school was not recognized. The mediation analysis revealed the indirect effects of teachers' disciplinary practices on the dependent variables via school belonging to be stronger among females. Teachers' negative modeling through punitive disciplinary practices leads to more bullying. School belonging may serve as a protective factor related to the negative impact of teachers' disciplinary practices on school bullying as well as satisfaction with school, especially among females. Interventions should be focused on fostering school belonging along with the development of positive sex-specific disciplinary practices.

The Case for an Intersectional Approach to Trauma-Informed Practices in K–12 Schools for Black Girls

Abstract Black girls are the only group of girls across the United States disproportionally suspended from school. Studies have documented that disproportionality cannot be explained solely by greater misbehavior among students of color. Instead, discipline disparities are also informed by punitive/inequitable discipline policies and practices, less discussed has been the relationship between childhood adversity and school discipline outcomes at the intersection of race and gender. Examining this phenomenon is important and timely as schools are increasingly providing trauma-informed practices to support socioemotional learning. Yet doing so without data-driven practices rooted in an understanding of disproportionate adversity may render these practices insufficient for Black girls. Thus, this study asks, what types of childhood adversities do Black girls have the greatest risk of experiencing? Using 2016–2019 data from the National Survey of Children’s Health (N = 63,674), risk ratios and Pearson’s chi-square test of independence were performed to determine across-race and within-gender group differences by the type of childhood adversity. Analyses demonstrated that Black girls had a greater risk for six out of nine adversities compared with other girls of color and seven out of nine compared with White girls.

Boundary objects and boundary work: Making exchange possible in a pluralistic economic geography

Economic Geography is a (very) diverse field. To some, this pluralism is, or has been, worrying. In this paper, we however track the discussion about Economic Geography as a field that would gain much from ‘engaged pluralism’. We argue that this requires some agreement on the central role of ‘geography’ and ‘the economic’ in economic geography, but also a catalog of ‘boundary concepts’. We discuss four candidates: (1) crisis and resilience, (2) innovation and diffusion, (3) path dependence and (4) sustainability. We believe that the idea of ‘trading zones’ in economic geography has the potential to modify disciplinary practice and solve some of the tensions between increasing research focus and specialization, and the mounting complexity of contemporary societal issues. We think that the presence of vivid trading zones under conditions of pluralism would make our discipline even more interesting, dynamic, and, we would say, fun.

Engaging teacher’s mental health self-care early through a trauma-informed microcredential

PurposeThe purpose of this study was to examine how beginning teachers’ participation in a microcredential based on trauma-informed classroom management and restorative discipline (TIMRD) practices might enhance their self-efficacy (SE), through an understanding of their own trauma response, its neurobiological basis and classroom interventions that focus on student wellness and teacher self-care.Design/methodology/approachUsing a single case study design, participants completed a pre- and post-assessment before and after completion of a TIMRD microcredential.FindingsA total of seven teaching fellows completed the microcredential process. Results indicate that the use of a microcredential for professional learning assisted with decreasing sense of burnout while increasing professional SE, SE related to classroom management and instructional strategies (ISs).Originality/valueNew teachers commonly struggle with a lack of professional efficacy for a variety of reasons, yet all teachers present with their own personal trauma. Increasing new teachers’ sense of resilience through addressing their own trauma and the impact of student trauma is integral to increasing teaching SE and reducing rates of burnout.

The perceived fairness and consistency of SAPS disciplinary practices: The demographic analysis

Background: A plethora of organisations have paid heavy prices due to improper application and biased use of disciplinary policies and procedures. This results in serious conflict and disharmony in the workplace.Aim: This study analysed how employees’ demographical variables influence the way they perceive fairness and consistency of disciplinary practices within the South African Police Service (SAPS).Setting: The study was conducted in Gauteng provincial policing precinct of Tshwane District.Methods: This study adopted a quantitative research methodology. A Likert-type questionnaire with 24 items was administered to 286 respondents. Data were analysed using descriptive statistics and the inferential statistics (Mann–Whitney U test and Kruskal–Wallis test).Results: The study indicated no significant difference between the gender variables on the perceptions of the disciplinary practices of the SAPS. Moreover, there were no significant differences between the different generations. However, the study yielded a statistically significant result in terms of employee experience.Conclusion: The study suggests that employees of SAPS perceive the disciplinary practices to be arbitrary and failing to accomplish the essential objective of fairness and consistency. This study serves as a guideline to managers on how to apply the disciplinary procedures equitably and consistently in order to treat all employees fairly.Contribution: Although discipline is an important drive to employees’ ethical and professional behaviour, few studies have investigated employees’ reaction to disciplinary actions. This study has exceptionally provided the employees’ demographical analysis in relation to the perceptions of fair and consistent discipline.

Discipline of the Body Art of Puppeteer (Study of Dalang Soleh Adi Pramono)

This study examines the practice of body discipline in the masked puppeteer Dalang Soleh Adi Pramono, a modern figure who values discipline, where the body is the most crucial aspect of the process. A disciplined body produces individuals who demonstrate responsibility and dedication. Discipline entails fulfilling all responsibilities willingly, rather than being compelled by external forces. The research employs a qualitative approach with a post-structuralist approach. The analysis employs Michel Foucault’s theory of body discipline, with data collection through observation, interviews, and document studies. The research findings indicate that body discipline involves not coercing the will of others, but rather it is the execution of one’s own will through the power of knowledge possessed by Soleh. Foucault argues that the puppeteer’s body discipline extends beyond mere physical skills, encompassing mechanisms that regulate the body independent of power dominance. Keywords: art, body discipline, puppet mask puppeteer

Negotiating pace, focus and identities: Patient/public involvement/engagement in a palliative care study.

Patient and public involvement and engagement (PPIE) is an increasingly important component of research conduct to enhance processes and potential for impact, yet is rarely critically interrogated. This paper draws on Foucauldian analysis to highlight the disciplinary powers and tensions arising in PPIE. The paper draws on a nested evaluation interview study with three PPIE members and eight academics, who had been involved in an implementation science study focused on palliative care. PPIE members were involved in the whole study and are co-authors of this article. Through shared values and commitments to the study, a team culture of equality was developed. Yet while power was dispersed and taken-up by all team members, in so doing a self-governance approach within the team was developed. The pace and focus of discussions was at times more subjugating than co-production. Identities and positions were porous; the simplistic division of 'academic' and 'PPIE' did not stand up to scrutiny, with an increasing blurring of boundaries as people's experiences and insights changed over time. Continual, subtle, negotiations of roles, inputs and identities were manifest throughout the project. PPIE in research involves subtle, complex and ongoing disciplinary practices enacted by all members of the team.

Henry Hun and his family: Three foundational stories in the history of nineteenth-century American neurology, Part I. Thomas Hun (1808–1896): Nineteenth-century patriarch, neurophilosopher, and proto-neurologist

ABSTRACT Thomas Hun (1808–1896)—along with his sons Edward (1842–1880) and Henry (1854–1924)—were prime movers in establishing the clinical practice and academic discipline of neurology in the Hudson River Valley of New York in the ninteenth and early-twentieth centuries. This article outlines the life of the family’s semi-aristocratic patriarch, beginning with Thomas’s unusual educational background and his six-year post-graduate hiatus in Paris of the 1830s, where he came under the influence of P. C. A. Louis (1787–1872). It lays out his subsequent career as professor of the Institutes of Medicine and ultimately as dean of an American medical school that was not situated in a major metropolis. It also will demonstrate how Thomas Hun’s career as a medical practitioner, academician, neurophilosopher, and “proto-neurologist” recapitulates the evolution of clinical and academic neurology in nineteenth-century America.

Team-based rehabilitation after mild traumatic brain injury – description of the clinical pathway

ABSTRACT Purpose Describe clinical practice, inter-disciplinary clinical pathway and core principles of care within a mild traumatic brain injury (mTBI) rehabilitation team. Methods An observational study examined inter-disciplinary practice, nested within an observational trial investigating team-based mTBI rehabilitation. Data were collected to describe clinical service over 12 months. Activity data quantified clinical sessions per participant, mode of service delivery and content of sessions using custom-designed codes. The clinical team gathered narrative data to confirm the inter-disciplinary clinical pathway and individual discipline practice. Results 168 participants entered the rehabilitation program during the 12 months. A single Allied Health Screening Assessment identified patient priorities. Occupational Therapy (OT) and Physiotherapy (PT) provided the majority of clinical sessions; the team also comprised Social Work, Rehabilitation Medicine, Speech Pathology and Clinical Psychology. Telehealth was the most common service delivery mode (54%). Median session numbers per participant ranged 1–4 for all disciplines; mean/maximum occasions of service were highest for PT (6.9/44) and OT (6.8/39). Conclusion A small proportion of participants received much higher number of sessions, consistent with intractable issues after mTBI. High attendance rates indicate the predominantly telehealth-delivered model was feasible. The clinical approach included early prioritizing of discipline input and follow-up after discharge.

The Role of Leadership and Discipline to Increase Commitment to Loudry Harfia Employees

The Role of Leadership and Discipline to Increase Commitment to Loudry Harfia Employees

Organizational Resilience: A Key Factor for Business Survival and Value Creation – A Secondary Publication

The lodging and restaurant services sector in the city of Pereira presents complex situations generated by the turbulence of the new business game. Companies that survive the new challenges and those recently established require strategies that allow them to extend their life expectancy. Therefore, the study aims to identify how to apply resilience and management disciplines in a tool that allows companies in the sector under study to sufficiently face situations of high complexity. Achieving this objective requires knowing the causes of the short life span of many companies, identifying how surviving companies articulate management disciplines with their strategic objectives, and analyzing the possibility of formulating an organizational model based on resilience as a value. The methodology applied was mixed. The sample was simply random; 23 companies were analyzed through structured interviews and participant observation. As the most significant results: the deficient application of management disciplines was identified as an important cause of company closures; the level of acceptance to implement the practice of resilience and management disciplines in companies; and the way to apply resilience and management disciplines in an instrument that builds value. It was concluded that an organizational model should be formulated where resilience and management disciplines are applied to face times of crisis.

Parenting Practices and Children’s Cognitive Effort: A Laboratory Study

We examine the association between parenting practices (discipline and support) and children’s cognitive effort. Cognitive effort is hard to measure; hence, little is known about effort dispositions, and how parenting practices affect effort. We analyse data from 1,148 fifth-grade students from Berlin and Madrid (around 11 years of age). Cognitive effort is measured with tests of executive function, carried out under two reward schemes: an unincentivised and incentivised condition. We study two effort-related outcomes: “effort direction” – the child’s decision to voluntarily do a real-effort task – and “effort intensity” – the child’s performance on the task. In line with theoretical expectations, results indicate that both parental discipline and support are associated with effort direction when the moderating role of incentives is taken into account. However, only parental discipline is (weakly) associated with effort intensity. We conclude that parenting practices primarily influence deliberative rather than instinctual types of cognitive effort.

Features of organizing physical education for students in the conditions of distance learning

Over the past few years, the conditions under which Ukraine's development is taking place have been characterized by a number of changes and transformations. Undoubtedly, they were reflected in all social relations, including educational ones. Thus, as a result of the COVID-19 pandemic, as well as a full-scale war, from February 24, 2022, the educational process was organized in a distance format, which remains relevant to this day. At the same time, the correct selection of methods for teaching practical disciplines, such as physical education, which requires the student to use special tools and skills, is especially important. The aim of this study was to analyse qualitative approaches, on the basis of which it is possible to carry out professional training of students, including physical education, in current educational conditions. For this, the method of analysis and synthesis, comparison, deduction was used in the work. As a result, it was possible to reveal the main advantages and disadvantages of distance learning, namely the organization of physical education during it. In addition, priority tools were described, which were most often used by teachers during training sessions. It was also possible to analyse both positive and negative factors, which most affect the quality and dynamics of the educational process. It was important to form quality recommendations, related to increasing the effectiveness of teaching physical education in distance learning conditions. The practical value of the work is revealed in the fact that it can be used by educational workers during preparation for educational classes, as well as by students for independent work.

Hearing Behavioral Messages: Avoiding Misinterpretation to Make Effective, Inclusive Decisions

AbstractBehavior is a form of communication. For many young children, they may engage in certain behaviors to consciously or subconsciously communicate a need to access something, such as a desired adult or peer, sensory stimulation, or a tangible item. Other times, children may engage in a behavior to escape or avoid something, such as a particular environment. Sometimes the behaviors in which young children engage can be interpreted as challenging, based on the perceptions of those who work with the child, including the child’s early childhood teacher. These interpretations of challenging behavior derive from one’s own cultural backgrounds, beliefs, and biases. Such interpretations can lead to discriminatory discipline practices, particularly against children from marginalized and minoritized backgrounds. Instead, teachers can consider the behavioral messages expressed by the children they work with from an unbiased perspective, identify if the behavior in which the child is engaging is truly challenging, and implement appropriate intervention if necessary. The purpose of this paper is to present a plan for hearing behavioral messages of marginalized and minoritized children in a way that systematically addresses their needs while also considering the potential mismatch between teacher and child identities.

Emotions in the Frontline. Notes on Interpretive Research in Conflict Areas

Abstract In line with the call for greater engagement with the affective and emotional dimensions of conducting research in conflict and post-conflict settings, this article addresses the methodological implications of incorporating emotionally sensed knowledge into the research process. It argues that emotions serve as fundamental heuristic keys for entering the field and acquiring situated knowledge. By reflecting upon practical challenges and ethical concerns encountered during field research in Iraq, the article aims to challenge disciplinary practices that promote emotional self-censorship and provide guidance to young researchers navigating the messy contingencies of fieldwork. The neglect of emotions in positivist approaches is examined in relation to the political economy of knowledge production, suggesting that prevailing emotional silence may lead to harmful research practices and threatens epistemological pluralism.

Past School Discipline Experiences: Perspectives of Disabled Adults.

School discipline has potential life-long consequences for students. Disabled youth can be misunderstood and experience harsh discipline and are at increased risk for negative outcomes, yet little research includes their voices. The aim of this study was to explore past school discipline experiences among disabled adults. Disabled adult perspectives (N = 9) regarding past school discipline experiences were explored employing qualitative descriptive methodology framed by the Peace and Power Conceptual Model. Peace-Power versus Power-Over-Powers involve actions/behaviors reflecting critical emancipation or oppression of those in power. Eight peace-power versus power-over themes emerged: "humiliating," "threatening," "escaping," "observing," "avoiding," "diverging," "isolating," and "failing." Disabled students can experience oppressive power-over dynamics separating them from others because they are unable to meet rigid classroom expectations. Educators may lack awareness of structural biases shaping reactions warranting need for school policies and practices promoting restorative justice, social-emotional learning, and inclusion. Classroom discipline can represent emancipatory peace-power or oppressive power-over powers. Not all teacher interactions represent 1 power or the other. Future research should focus on including disabled student voices informing school discipline practices. Educators' perspectives of their role fostering inclusive classrooms should also be considered.

Life scientists’ experience with posting preprints during the COVID-19 pandemic

AbstractIn the COVID-19 pandemic, it was much more critical for many life science researchers to rapidly disseminate research results—so they used preprints as upstream publication opportunities. This was rather new to the life sciences where preprint servers had only appeared as early as 2013. With a mixed-methods-study we examined this development and investigated whether preprint posting is a temporary phenomenon or the beginning of a cultural shift in publishing behavior in the life sciences. First, we conducted a survey of researchers who have posted COVID-19 related preprints. We investigated experiences with posting preprints during the COVID-19 pandemic, motivations for and concerns about posting preprints, the role of research institutions or funders, and the future of preprint publishing. Answers were grouped to compare differences between respondents’ gender, career stage, region of origin (global south or global north) and experience with posting preprints before and during the COVID-19 pandemic. We further analyzed eight popular preprint repositories regarding the number of posted preprints and preprint characteristics, such as the number of authors and citations. Interestingly, survey and preprint server analysis have presented different, if not contradicting results: While the majority of surveyed researchers was willing to continue posting preprints, the numbers of preprints published, especially on servers for the life sciences, have stagnated or declined. Also, while certain preprints garnered substantial citations during the COVID-19 pandemic, this has not resulted in a significant shift in researchers’ publishing behavior, and the posting of preprints has not become a routine. We concluded that the sustainability of preprint publishing practices is more strongly influenced by disciplinary norms and practices than by external shocks as the COVID-19 pandemic.

Introduction: Art History after Computer Vision

The essays gathered in this special section of The Art Bulletin, “Art History after Computer Vision,” explore the application of artificial intelligence (AI) to art historical research. Written from a range of disciplinary perspectives, they collectively advocate for informed, deliberate engagement with AI by art historians. The intent of this special section is not to provide an exhaustive account of the myriad ways in which AI is already affecting disciplinary practices—whether in conservation labs, libraries, heritage sites, museums, or classrooms (real and virtual)—but rather to initiate a discipline-wide discussion of the implications of AI for art history.

Teaching Experimental Instrumental Analytical Chemistry Are we forming professionals, training operators or illuding students (and ourselves)?

Teaching Experimental Instrumental Analytical Chemistry Are we forming professionals, training operators or illuding students (and ourselves)?

Silent suasions: interpersonal mediation in Thai meditation

AbstractDiscourse is the typical modus operandi for persuasive practices, but silence also has an important role to play in many religious contexts. In this essay, I examine how silence works as a mechanism of persuasion in Thailand, where Buddhist logics of meditation permeate social life. Through a close analysis of a meditative retreat at Wat Pradhatu Sri Chom Thong Voravihan in Northern Thailand, I suggest three ways that silence comes to create its persuasive effects: it works in contrastive relation to speech; it is symbolic of moral personhood; and it points to interpersonal corporeal attunement. Attention to the corporeal aspect of silence is especially significant, I argue, because it is through the body that the practice in Thailand acts to alter intersubjective space. Such an approach to silence as disciplinary practice, rather than attention just to its supposed effects, allows us to see how religious forms of silent persuasion can be seen as a particularly powerful force for personal and political change.