Disciplinary Practices Research Articles

Conceptual Approach to Understanding the Social Aspects of the Educational Potential of the Islamic Studies

The relevance of the research theme, lies in its importance for the effective formation of a harmoniously developed personality and society, as well as maintaining the cultural, social and economic prosperity of the modern society. The purpose of this article is to study the social aspects of the educational potential within the framework of Islamic studies, as well as to reveal the conceptual approach to its understanding. The publication materials are the information from scientific and practical disciplines, highlighting the implementation of social aspects of the educational potential of the Islamic studies in its natural environment and in a foreign context, as well as monographic works on the topic and sources that are a fixation of research observations in the field of modernization of the educational and social systems of the society life. The following concepts are the result of its study: fixing the problem under study as a composite and inseparable and a large-scale system; determination of its leading categories; establishing the relationship between its components; the authors’ interpretation of this topic as a panoramic phenomenon interconnected with many other spheres of society. The practical significance of the work was revealed in its novelty, relevance and demand among representatives of the leading areas of scientific thought and activity such as history and sociology; ethics and religious studies; cultural studies and economics; pedagogy and psychology. The prospect of the problem under consideration lies in the need to observe, fix and study its reflection and relevance in the life of modern society, as well as in the importance of expanding and enriching the boundaries of “Islamic studies” as a scientific direction that promotes awareness of the role of spiritual principle in the formation of personality, as well as in saving the ethnic groups for their prosperity and progress.

Schools and the Rise of Mass Incarceration in a Post-Brown World

In this article Matthew B. Kautz theorizes schools as unique carceral institutions with the capacities to criminalize, surveil, discipline, and punish and demonstrates how they have mobilized these unique abilities to establish social control. By tracing the development of school disciplinary policy and practice following Brown v. Board of Education, the essay illuminates how policy makers produced politically salable narratives of criminality to rationalize the expansion of jails and prisons during a period of major economic restructuring. Engaging with this history, Kautz provides a different lens for considering contemporary education policy.

Positive Discipline Impact on Students’ Self-Esteem in EFL Class in Tertiary Level

This research investigates the impact of positive discipline on students’ self-esteem and how it is implemented. A pre-experimental study followed by observation was applied in this research. This research was carried out at an English department of an Islamic University in Salatiga, Indonesia. An English class consisting of 33 students was chosen through cluster random sampling, and an English teacher was the sampler of this research. The pre-post-test was given to 33 students and adapted from Sorensen’s Self-Esteem Questionnaire. The observation was also employed to gather further information on how the teacher implemented positive discipline in the class. Positive Discipline practices in the class are reflected in how the teacher motivates students, praises students’ work, helps students’ problems, and involves students in arranging learning. Further, the mean score of students’ self-esteem questionnaire is decreasing, which means their self-esteem is increasing. Although they are classified in similar levels from 18.42 (severely low self-esteem) to 17.12 (severely low self-esteem), they have improved their self-esteem score. On the other hand, the result of the paired sample T-test represents the less significant positive discipline effect on self-esteem. The paired sample T-test value is 0.092, which is higher than 0.05. Thus, implementing positive discipline over extended periods in EFL learning might significantly affect students’ self-esteem.

Site and Provider Characteristics Associated with the Use of Exclusionary Discipline in Minnesota Early Care and Education Sites

ABSTRACT Research Findings: The present study examined site and provider characteristics that may be associated with use of exclusionary discipline in center- and home-based childcare sites (N = 320). Higher numbers of suspensions and expulsions occurred at center-based sites and at sites with greater percentages of children of color. Furthermore, sites that received professional support services expelled more children. At the provider level, expulsions were higher among providers who had fewer years of experience, endorsed elevated levels of burnout, and received professional support services. Classroom suspensions were higher among providers who had earned an associate degree or higher and who rated developmentally appropriate and culturally inclusive practices as less important. Practice or Policy: Organizational, state, and federal policies that limit and regulate exclusionary discipline practices may reduce inequities affecting young children of color. Furthermore, it is important to increase access to training that will enhance providers’ knowledge of developmentally appropriate and inclusive practices and reduce burnout, particularly for less experienced providers and providers at center-based sites. Increased monitoring of early childhood suspensions (rather than only expulsions) can help align resources with childcare sites in need. Longitudinal studies evaluating the effects of policies and interventions that reduce suspensions and expulsions are needed.

Complementary and Alternative Medicine for People with Epilepsy: Opinions of Physicians in Oman.

Several studies have explored the opinions of healthcare workers on the use of complementary and alternative medicine (CAM) in epilepsy treatment. We sought to survey the views of non-neurologist and non-psychiatrist physicians in Oman on the use of CAM for epilepsy. We used convenience sampling to recruit physicians (except neurologists and psychiatrists) from all 11 governorates of Oman. The online questionnaire was open to physicians from 5 January 2022 to 15 February 2023. This study collected anonymous data on their demographics, discipline, work settings, geographical area, and years of practice. Additionally, participants were asked to answer questions about their perception of CAM use and its effectiveness in treating epilepsy. A total of 190 physicians participated, of whom 69.5% were men. Respondents were mostly 36 to 45 years old (51.1%). The majority (52.1%) were general practitioners, 21.1% were internists, 17.9% were pediatricians, and 8.9% were family physicians. Most participants (n = 144; 75.8%) believed that CAM may help treat patients with epilepsy (PWE). The most common therapies that participants considered helpful were meditation (46.0%), prayers (44.7%), yoga (32.6%), and exercise (31.1%). While the evidence supporting the use of CAM for the treatment of epilepsy is scarce, this survey showed that most physicians (non-neurologists and non-psychiatrists), who manage PWE in Oman, believed that some CAM modalities would help treat epilepsy. Well-designed controlled trials are needed to provide reliable evidence on the usefulness of CAM options in PWE.

THE SPECIFICITY OF FORMING AESTHETIC VALUES OF COLLEGE STUDENTS IN ACADEMIC DISCIPLINES WITH THE HELP OF MUSICAL INSTRUMENT

This article expounds the particularity of the discipline setting of Chinese college students' aesthetic values from the perspective of the four disciplines of music history theory, music appreciation, music aesthetics and music practice offered in Chinese universities, the article also gives a detailed description of the musical instruments used by college students in the course of studying these disciplines. In Chinese colleges and universities, students form aesthetic values through Chinese musical art, mainly by studying some disciplines about Chinese music. After analyzing and reading the relevant literature, the authors find that, on the one hand, the music disciplines offered by the universities in China under the guidance of the state policy have common features, but because of the difference of the regional economic development, the local culture, the cognitive difference of the administrators, such as the president, and the difference of their own school-running conditions, the colleges and universities have different characteristics. After analysing the literature connected to the research, the authors find that, on the other hand, the types of musical instruments used by students are subject to the school's music public art curriculum resources. It is emphasised that many well-known universities and provincial key universities in China are rich in music public art teaching resources, students use more instruments, playing professionally. And in most local colleges and universities in ethnic minority areas, college students use fewer musical instruments, and more use of piano, guitar, Cucurbit Wire, harmonica, Zheng and other common fixed pitch, relatively easy to operate the instrument, the minority musical instruments which are special, rare or difficult to learn are seldom used even in universities in minority areas. The study is relevant for comparing the means of forming aesthetic values in different countries. Prospects for further research will be to analyse the methods and forms of forming students' aesthetic values in the educational process of colleges in China and other countries in a comparative aspect.

Race-Conscious Teacher Coaching: Disrupting Implicit Bias and Improving Teachers’ Relationships with Black Students

ABSTRACT Racial discipline disproportionality is a persistent issue in schools with Black students experiencing exclusionary discipline two to three times more than their White peers, and Black males more likely to be diagnosed with an emotional and behavioral disorder. Interventions that target malleable root causes of disproportionality and have an explicit racial bias component may disrupt these processes. The study took place in an alternative school setting across two classrooms with White, fifth- and sixth-grade teachers (n = 2) and their Black students (n = 6). A single-case, withdrawal design (A-B-A-B) examined the impact of a semi-structured teacher coaching intervention on disrupting biases, improving classroom management and cultural competency, and ultimately improving student-teacher relationships. The coaching included Mindful STOP as a self-regulation strategy, the Mindful Reflection Protocol to discuss behaviors, and performance feedback, all focusing on outcomes related to student-teacher relationships and discipline. During intervention phases, Teacher 1 showed improvements in positive communication while keeping negative communication low. Teacher 2 showed smaller, more variable improvements. Teachers and students in both classrooms reported improvements in their relationships based on pre/post rating scales. Teacher-reported discipline outcomes were variable. These findings may provide concrete strategies for supporting the development of equitable discipline practices for Black students. Future studies will explore modifications to the current coaching package.

Discipline removal of students with disabilities in Texas: Patterns and trends across 15 years

In Texas public schools, discipline practices are governed by state and federal laws. These laws are intended to provide protections for students with disabilities to ensure that disciplinary actions take into consideration the nature and the impact of the disability. Although these laws and practices are in place, there is concern that students with disabilities continue to be overrepresented in alternative disciplinary settings. This study explores the extent to which students with disabilities have been effected by these laws and practices over a 15-year period. Specifically, the purpose of this study was to explore trends and patterns of disciplinary practices in Texas schools from 2007 to 2022. This study was interested in the extent to which students are removed from schools for disciplinary reasons, the types of disciplinary placements, and the degree to which discretionary and mandatory removals and used. Results indicate that there has been a steady decreasing trend in discipline removals for both students with and without disabilities. Simultaneously, there has been an increase in completion rates and a decrease in dropout rates. Despite these trends, students with disabilities continue to be overrepresented in alternative setting removals. Further, most of the discipline removals are for reasons that are at the discretion of the school, as opposed to disciplinary removals mandated by the state. Reasons for these discrepancies are discussed as are recommendations for improving these results.

Correlation between Parental Involvement and Student Discipline on the Quality of Education in High Schools in Central Java

This quantitative study investigates the influence of parental involvement and student discipline on the quality of education in high schools in Central Java. A sample of 110 participants, including students, parents, and teachers, provided responses on measures of parental involvement, student discipline, and perceptions of educational quality. Descriptive statistics, correlation analysis, and multiple regression analysis were employed to analyze the data. The results reveal significant positive correlations between parental involvement, student discipline, and educational quality. Moreover, both parental involvement and student discipline significantly predict perceptions of educational quality, highlighting their critical roles in shaping the overall educational experience. These findings underscore the importance of fostering collaborative partnerships between parents and schools, as well as implementing effective discipline practices, to enhance educational quality in high schools in Central Java.

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.

Based on Online+Offline and Virtual+Reality Research on Unmanned Organization Teaching Model

Experimental courses are an important part of cultivating talents in drone application technology, and drone assembly courses are a highly practical discipline. This article proposes to construct an experimental course teaching model of online+offline and virtual+reality , which can effectively solve the contradiction of insufficient drone equipment resources and slow equipment updates in schools, and also provide reference for the teaching reform of drone related majors.

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