Disciplinary Practices Research Articles

Missing Out: Kindergarten Teachers’ Reports of Soft Exclusionary Discipline Practices

ABSTRACTResearch Findings: Students perceived as struggling to regulate their emotions and behavior are at risk for experiencing classroom and school exclusion beginning in preschool. In this preliminary and exploratory secondary data analysis study, we examined teachers’ self-reported use of classroom-based soft exclusionary discipline practices with kindergarten students whom they perceived as displaying the lowest self-regulation and social skills. In a sample of 2,053 teachers and 40,771 kindergarten students, teachers reported on their use of five soft exclusionary discipline practices and rated students’ self-regulation and social skills in the fall of the kindergarten year. Teachers reported variability in their use of soft exclusionary discipline practices with some practices being used multiple times per day by some teachers. Most variability in the use of these practices was at the teacher (rather than the school or district) level. Teachers reported using certain soft exclusionary discipline practices (break outside classroom, losing free time, and limit talking) more frequently when the racial composition of students they rated as having the lowest self-regulation and social skills included more Black students. Practice or Policy: Findings highlight the importance of better understanding the range and types of exclusionary discipline practices used with young students, and which children are most likely to experience them.

The Awareness of Child Abuse and Neglect Among the Saudi Population: A Narrative Review.

Child abuse and neglect (CAN) is a pressing global issue with profound implications for the well-being of children. The aim of thisreview is to examine the existing literature and synthesize evidence on the awareness, knowledge, and attitudes towardchild abuse and neglect within the Saudi population. Thisreview synthesizes the existing literature to illuminate the awareness, knowledge, and attitudes surrounding CAN within the Saudi population. Ten studies spanning the years 2019-2023 were meticulously analyzed, offering a comprehensive snapshot of CAN perceptions across various segments of society. The studies, encompassing diverse methodologies and populations, collectively underscore the commendable levels of awareness and knowledge demonstrated by healthcare professionals, including primary healthcare (PHC) physicians, nurses, and medical practitioners. Notably, several studies reveal that these professionals exhibit robust recognition of different forms of child abuse, a vital aspect in the identification and prevention of abuse cases. While positive attitudes towardCAN were prevalent among healthcare providers, barriers to reporting were highlighted. The fear of consequences and uncertainty emerged as key deterrents to reporting among medical and dental students and nurses, respectively. These findings emphasize the necessity for creating supportive environments that empower professionals to report suspected cases of abuse while addressing apprehensions. The parental perception of CAN also came into focus, revealing a disparity between the recognition of CAN as a common problem and the adequate knowledge of emotional abuse and neglect. These findings point towarda need for targeted public awareness campaigns that differentiate between disciplinary practices and abusive behaviors. In conclusion, thisreview offers a nuanced understanding of the Saudi population's awareness, knowledge, and attitudes towardchild abuse and neglect. The synthesis of findings across diverse studies informs future interventions, advocating for enhanced awareness, reporting, and prevention strategies. By empowering individuals and professionals alike, a safer environment for Saudi children can be nurtured, fostering a future free from the shadows of abuse and neglect.

Past Is Prologue: Dismantling Colonial Legacies to Advance Black Health Equity in the United States.

Colonialism underlies the commodification of health care in the United States and continues to harm well-being among Black Americans. We present four recommendations for addressing its health consequences: (1) Investments in epigenetic research to improve our understanding of how systemic oppression becomes biology. (2) Centering Black experiences and knowledge traditions in education, practice, and policy. (3) Support for Black scholars, trainees, and practitioners when they critic disciplinary tenets and practices. (4) Expansion of preventive care. Our health care system is a for-profit industry that exploits workers and harms the most marginalized, much like colonialism. Advancing health equity requires dismantling colonial legacies.

Virtual School: Learning to Teach Physics in a Virtual Community of Practice

This research explores the impact a Virtual Community of Practice (VCoP) within the international Virtual School pilot project aimed at providing future secondary-school physics teachers with authentic teaching experiences. The Virtual School serves as a platform to connect future teachers with real schools and pupils, creating a unique educational environment to develop professional identity and competencies. This paper reports on part of the project engaging eight preservice or early-career teachers, two mentors, three researchers, and forty-eight secondary school pupils. Pre and post semi-structured interviews were employed to collect data, exploring the participants' experiences and perceptions. The findings reveal significant impacts of the VCoP on the understanding of professional identity and the disciplinary teacher practices of participants. By participating in this digital community, they have developed expertise, bridging the gap between theoretical knowledge and real-classroom dynamics. This study highlights the potential of VCoPs to shape the training of secondary-school physics teachers, offering new avenues for teacher education in the digital age.

The Combination of Architectural Art and Humanization

Art is a broad term that encompasses various virtual and practical art disciplines, of which architecture is a major category. Within the broad category of art, it seems that every small category can react with each other, creating works of higher artistic quality for the world. It is precisely because art has always upheld this characteristic that it has been continuously upgraded by people in recent years. In the process of creation, many art scholars have found that both art and architecture need to be combined with people to be better accepted by society. Film art needs to be appreciated by audiences, music art needs to be listened to by people, painting art needs to be viewed by people, installation art needs to be photographed by people, and architectural art needs to be felt by users rather than a cold empty shell. Therefore, this article describes the connection between contemporary art and architecture, which can be related to human nature. Any kind of art returns to its essence in order to reflect a phenomenon that exists in mass society, and it is displayed to the public to trigger people’s resonance and reflection. Since ancient times, the relationship between architecture and people has been complementary. In the process of designing buildings, people integrate various artistic techniques to make them respond to the site and applicable people. The final design of the building also serves the users in the building, making them feel comfortable and more efficient in completing work and life. Therefore, the art of architecture is ultimately designed and thought around human nature. In recent years, tall buildings have sprung up in cities across China, and gradually every city has its own “CBD” and landmark buildings. However, what we see more often are some cold buildings, some buildings built for the purpose of volume rate and unique shape, which often only design the strange shape shell and then hand it over to the construction party, or low-level copies of master’s design works. These examples are often cold empty shells that cannot make the people living in them feel the warmth brought by the building. I think that there is a lack of artistic and user-oriented architecture in China, rather than focusing on mass production and copying. This may change the lifestyle and quality of life of the public, and realize the humanization of architecture from the perspective of architectural art.

Genre and stylistic principle in the organisation of artistic education

Artistic education is an important factor in the cultural growth of the nation – the development of personal qualities and abilities. The methodology of teaching music pedagogy is related to the category of musical style. The relevance of this study is conditioned by a broad interpretation of the concept of musical style. Numerous musicological interpretations of the concept outline the range of issues and a growing interest among scholars in the search for promising approaches to understanding musical phenomena and the integration of scientific knowledge. The purpose of the study is to investigate musicological solutions to the problem of style, to identify optimal approaches to building the educational process. The paper analyses various interpretations of the concept of "style" by musicologists. Methods and approaches of teaching musical and practical disciplines are highlighted, including the method of stylistic generalisation, experimental methodology, historical and stylistic approach, concentric approach, genre approach, and the principle of generalisation. As a result of the study, it was concluded that the educational process in the classes of musical and practical training should be built according to genre and stylistic principle – semantic generalisations of the genre in the context of multi-level style features. This paper can be useful for teachers in music education institutions to implement an effective approach to organising the educational process.

Study on the Choice of the Optional Subject "Chess Education" in the School Year 2021-2022

Abstract The purpose of the study was to identify the share of educational units in Romania, urban and rural, in which the optional subject "Chess Education" was implemented in the 2021-2022 school year, with the involvement of their management, taking into account the provisions of the Order 3249/31.03.2014. The research was carried out in the 2022-2023 school year and was carried out in collaboration with school inspectors for the discipline of physical education and sport in 40 counties of the country. In carrying it out, I used the questionnaire survey to collect information and the statistical-mathematical calculations for quantitative analysis. The research’s results show that only 31 educational institutions in Romania implemented this optional discipline, although chess has major impact on students’ personal development. Of these, 23 educational units (74.2%) are located in rural areas and only 8 educational units (25.8%) are in urban areas. It was observed that in only 18 counties (42.86% of the number of counties) there were pre-university education institutions where classes studied this optional discipline. It was found that 28 classes of middle school, 21 classes of primary and 4 classes of high school studied this optional subject. We believe that the small number of educational units in which the optional discipline "Education through chess" was implemented is determined by the lack of skills of specialists in physical education and sports regarding the teaching of chess, the discipline Theory and practice of chess being introduced in the curriculum of university education from 2019.

Considering Self-Care in High School Home Economics Education with the Aid of Scoping Reviews of Mindfulness and Cooking and of Mindfulness and Knitting

Mindfulness is regarded as a systematic process of shaping the innate quality of the mind primarily practised through meditation. As a result, this paper aims to uncover the nature and spirit of mindfulness practice, which should go beyond clinical intervention or disciplined practices, to explore how self-care techniques like food preparation, knitting, and mindfulness exercises can be incorporated into home economics education. The current review found 12 research papers with statements about cooking and 6 on crafting/knitting. Beyond mindfulness eating, the retrieved papers in the current review have captured a few studies that put forward the elements of mindfulness in cooking. Nonetheless, most papers did not treat cooking as a mindfulness practice, but rather as a self-care practice that resulted in similar psychological factors such as awareness, behavioural changes, and self-efficacy. Moreover, the studies and documentation of crafts in home economics education, such as knitting, sewing, and needlepoint, have been described as mindfulness-based activities. Additionally, it acts as a type of self-care by calming down, alleviating tension, and encouraging relaxation. Therefore, home economics classes should be promoted in schools, and self-care and mindfulness exercises should be added to the curriculum.

Operationalising the concept of recontextualisation: leveraging pedagogy and learning strategies in higher education practical courses

This interdisciplinary paper brings together scholarship from the fields of education, psychology, sociology and performance to shed light on three pedagogy and learning strategies to support learners recontextualise knowledge between higher education and work contexts. These strategies include offering multiple different types of performance activities and modes of engagement with different types of people (learners/experts, different cultures, ages, etc.). Secondly, it provides spaces to fail and enables testing of personal strategies with limited risk. Finally, it supports students in connecting ideas and experiences from the past, across educational experiences of different performance practices and into wider contexts such as professional work.The research, which is a pilot, recognises the ways in which these strategies align with and operationalise Guile’s (2010) concept of recontextualisation, offering pedagogues tools to support learning in a similar way in which the concept of scaffolding might be seen to operationalise Vygotsky’s notion of the Zone of Proximal Development (ZPD).This pilot study uses semi-structured interviews and a thematic analysis approach with five graduates from an undergraduate drama degree programme in London. We recognise drama as a practical degree subject and as such consider our findings as generalisable to wider practical fields and disciplines, such as engineering and nursing education, and as having international relevance. The work offers a novel approach to conceptualising and evaluating the ways in which students deploy taught knowledge beyond the classroom, in work. It offers and augments arguments around the ways in which students bridge practice and learning from within the HEI and beyond it.

A diachronic study of authorial stance in the discussion of Chinese MA theses and published research articles

Stance-taking in academic writing changes over time in response to individual options and shifting disciplinary, social and cultural practices. The existing literature on stance primarily adopts a synchronic perspective and diachronic studies are scarce. To add to the thin body of literature, this study investigates the changing patterns of authorial stance in the part of discussion of Chinese MA theses and published research articles (RA) over the past 30 years in the discipline of applied linguistics. Two corpora, one consisting of 90 thesis discussions written in English by Chinese MA students from 1991 to 2020, and the other comprising 90 RA discussions from three leading journals in the field from the same time period, were built and retrieved for four major stance resources, namely, hedges, boosters, attitude markers, and self-mentions according to Hyland's (2005b) stance model. Results reveal that Chinese students consistently used fewer stance markers than RA writers across the three decades. The two groups of writers' employment of the four stance resources also displayed distinct changing patterns over the years. The study also unveils problematic demonstration of authorial stance by Chinese students, thus emphasizing the need for explicit instruction on stance-taking in L2 English academic writing.

Arts integrated historical empathy: Preservice teachers’ engagement with pluralistic lived experiences and efforts toward instructional application

ABSTRACT From a sociocultural perspective, historical empathy emphasizes the reconstruction of perspectives and experiences needed to understand historical figures’ actions and lived experiences. Yet, historical evidence that informs pluralistic lived experiences may often be lacking. Arts integration, which simultaneously draws upon artistic and disciplinary practices, may be a promising avenue for informing engagement in historical empathy by harnessing the humanizing power of art. This descriptive case study explored that possibility by examining Arts Integrated Historical Empathy’s (AIHE) capacity for informing preservice social studies teachers’ (PSTs) pluralistic engagement with historical figures’ lived experiences and their subsequent efforts toward instructional planning for the secondary classroom. Analysis of recorded discussions, work products, written reflections, interviews, and the PSTs’ instructional planning revealed that arts integration added a sense of realism to historical figures’ contextually specific circumstances, fostered reflexive connections to historical figures’ perspectives and affective responses, and promoted pluralistic engagement with historical figures’ socioculturally situated perspectives. Moreover, the creation process embedded in AIHE played a crucial role in promoting engagement and display of historical empathy. However, despite recognizing and reflecting on these affordances, the PSTs struggled to plan inquiries that balanced disciplinary and artistic priorities to take advantage of AIHE’s mutually reinforcing elements.

Decolonizing Epistemic Approaches to Theological Education in The Nigerian Context: A Philosophical Analysis

Theology is a course or discipline studied in some universities and seminaries in Nigeria. It is a scholarly discipline recognized in Nigeria as a means of transmitting knowledge about God and His relationship with His creation. Various Christian denominations established theological Institutions in Nigeria. These institutions engaged in developing theological education for their various denominational purposes. The findings of this paper reveals that the approaches to theological education in Nigeria appears to be inadequate, abstract, foreign, and unable to address the existential needs of Africans and Nigerians in particular. The paper employed descriptive-analytical methods and argued that the theological epistemic approach, which deals with African existential issues, should be encouraged to help handle the African existential crises. Decolonizing epistemic approaches to theological education in the Nigerian context must be existential. This concerns the holistic development of Africa, such as health, science education, politics and the likes. The paper recommends emphasizing practicalizing theological education to help Africa overcome her peculiar developmental challenges. This means that theological education in Nigeria must pay attention to the types of knowledge and skills needed for self and societal transformation. This requires knowledge that goes beyond cognitive understanding (episteme) to include practical wisdom (phronesis) and skill (techne). Thus, there is a need for a paradigm shift in Nigeria’s theological epistemic approach from a theoretical exercise to a practical discipline that can influence people’s lives directly.

“No Marketing on a Dead Planet”: Rethinking Marketing Education to Support a Restoration Economy

The threat of rapid and unpredictable climate change means we must urgently transition human lifestyles into a restoration economy, with a focus on restorative development instead of new development or conservation of old modes. To support that project, marketing educators must rethink their discipline and their responsibilities, challenging legacy marketing teaching and ‘business as usual’. To assess current practice, a global survey of 200 marketing faculty identified three clusters by climate consciousness: Engaged, Conflicted, and Traditionalist. Analysis of open-ended comments identified three themes: Felt need for change, Barriers to change, and Action to take. Building on these findings, we identify anti- and pro-restoration mechanisms in our disciplinary practice at societal, university, and individual level. We present those mechanisms in a new framework highlighting the discourses that reinforce and challenge engagement and agnosis. Agnosis is a socio-cultural and psychological phenomenon underlying the current collective failure to engage with climate change. We challenge colleagues to confront agnosis and offer individual, disciplinary, and institutional actions that support transition to net-zero carbon marketing logic.

Teachers' Structuring of Culturally Responsive Social Relations and Secondary Students’ Experience of Warm Demand

Students who experience teacher warm demand (i.e., caring and high expectations) are typically more engaged and successful at school. Yet, relative to White students, students of color tend to report more distant relationships with their White teachers. Leveraging data from 179 6th–9th grade Measures of Effective Teaching project classroom videos, we tested whether teachers’ facilitation of culturally responsive social relations was associated with higher warm demand, and whether these social relations moderated associations between race and warm demand. Results showed that teachers’ promotion of culturally responsive social relations was associated with warm demand, and that this was magnified for White teachers in relation to their discipline practices. Findings suggest that taking a culturally responsive approach to facilitating classroom social relations is critical for teachers seeking to improve students’ experiences of warm demand.

The gradients of the relationship between child discipline practices at home and early childhood development of young children

BackgroundAlthough the literature suggests a negative association between early childhood development (ECD) and violent disciplinary measures, little is known about the gradient of this relationship. ObjectiveThis study examined the gradient of the relationship between the number and types of child discipline practices at home and the ECD of children aged from 36-to-59 months. Participants and settingThe study used nationally representative data from the Multiple Indicator Cluster Survey Bangladesh 2019. MethodsWe analysed secondary data using multivariable logistic regression to examine the relationship between child discipline practices and ECD. The gradients were measured using three sets of summative indexes of disciplinary practices and psychometric approach to the physical, literacy-numeracy, learning and social-emotional domains of ECD. ResultsAbout 94 % of children had at least one of the eight violent disciplinary measures during the month preceding the survey. Approximately three-quarters of the children were on track in their ECD. The probability that children were on track in ECD significantly increased with non-violent disciplinary practices and decreased with violent disciplinary practices used. For one unit increase in the overall violent disciplinary index, the odds of children being on track in their ECD was reduced by 12 %, and the reduction was significant (adjusted odds ratio = 0.88; 95%CI: 0.86–0.91). ConclusionsChildren who had experienced several forms of violent disciplinary measures were more likely than those who did not to be delayed in their ECD. Banning violent punishments in all settings and positive parenting programs are recommended.

Differentiation of grounds for disciplinary liability of judges

The article focuses on the distinction between the grounds for disciplinary liability of judges. It is noted that the main reason for different qualification of similar violations of judges is a large number of evaluative concepts among the grounds for disciplinary liability. The corpus delicti of judicial misconduct have a large number of similar features in terms of content, and therefore the practice of their application is complex and controversial. The issue of distinguishing between the elements of disciplinary misconduct requires special attention, since the severity of the type of penalty chosen by a judge depends on the accuracy of the disciplinary and legal qualification. The author emphasizes that the reasons for the problem of distinguishing the grounds for disciplinary liability of judges are their broad formulations at the legislative level, a large number of evaluative concepts and an increase in the number of related corpus delicti over the past decades. Examples from disciplinary practice show that there are no uniform approaches to the qualification of disciplinary offenses related to procedural violations of judges in the administration of justice. In some cases, similar procedural violations are qualified only on one ground, in some cases – on another ground, and in others – on several grounds. Different disciplinary and legal qualifications of similar judicial misconduct lead to different disciplinary sanctions. The author emphasizes that it is important not only to identify consistent legal positions on the disciplinary and legal qualification of judicial misconduct, but also to offer future disciplinary inspectors a certain standard algorithm of actions and methodology for qualifying judicial misconduct during an inspection. In order to avoid criticism and accusations of double standards, it is important to develop and put them into practice. Key words: disciplinary liability of judges, grounds for disciplinary liability, disciplinary offenses, disciplinary sanctions, qualification of violations..

English language proficiency standards aligned with content standards: How the Next Generation Science Standards and WIDA 2020 reflect each other

AbstractThe Next Generation Science Standards (NGSS) provide a vision for contemporary science education with all students, including the fast‐growing population of multilingual learners in the United States K‐12 context. The shifts heralded by the NGSS have resulted in significant changes to English language proficiency (ELP) or English language development (ELD) standards so they better align with content standards and support all students, including multilingual learners, to engage in language‐rich disciplinary practices (e.g., arguing from evidence). The purpose of this article is to describe ELP/ELD standards aligned with content standards. Specifically, we describe how the policy initiatives of the NGSS as science standards and WIDA 2020 as ELP/ELD standards reflect each other in terms of conceptual foundations and architecture of the standards guiding classroom practices. By becoming more explicitly aware of how science standards and language standards present “mirror images” of each other, science educators will be better positioned to collaborate with their language education colleagues. As this article is intended to engage science educators who are generally familiar with the NGSS but likely new to ELP/ELD standards, we describe WIDA 2020 in detail and in ways accessible to a broad audience. In doing so, we aim to ensure the science education and language education communities are coordinated in their efforts to promote equitable science learning for all students, including multilingual learners. We close with implications for research, policy, and practice through collaboration between science education (as well as other content areas) and language education.

The Influence of Principals’ Student Disciplinary Practices on Student Retention in Public-Day Secondary Schools in Nakuru County, Kenya

The Influence of Principals’ Student Disciplinary Practices on Student Retention in Public-Day Secondary Schools in Nakuru County, Kenya

Exploring disproportional use of exclusionary punitive practices by disability group: Evidence of higher disproportionality in low‐SES Chilean students with ADHD

AbstractAlthough inclusive education policies conflict with punitive discipline measures, inclusion in mainstream schools may coexist with or allow such exclusionary punitive discipline. In Latin America, however, there is scarce research on how punitive measures are distributed, and if and how they affect students with disabilities enrolled in regular school settings. The purpose of this study was to characterize the occurrence of punitive exclusionary practices among students with disabilities enrolled in mainstream schools. We analysed reports from a national sample of Chilean students (N = 447,697) and parents on the frequency of punitive exclusionary discipline practices to identify the contribution of individual, classroom and school factors to student exclusion from general education settings. Individual characteristics included different disability groups. Multilevel logistic regression results consistently showed that students with ADHD were more likely to receive disciplinary exclusions, both in primary and in high school, with an odds‐ratio increase from 30% to nearly 150%, with higher rates for low‐SES students with ADHD. These findings suggest that in Chile, student‐level factors of gender, class and disability are strongly associated with exclusionary punitive discipline in schools. We discuss the intersectional dynamics of gender, class, race and disability in disciplinary processes of exclusion.

Awareness of Child Abuse and Neglect Among the Saudi Population: A Systematic Review

Background: Child abuse and neglect (CAN) is a pressing global issue with profound implications for the well-being of children. Study aim: The aim of this systematic review is to examine the existing literature and synthesize evidence on the awareness, knowledge, and attitudes towards child abuse and neglect within the Saudi population. Methods: This systematic review synthesizes the existing literature to illuminate the awareness, knowledge, and attitudes surrounding CAN within the Saudi population. Ten studies spanning the years 2019 to 2023 were meticulously analyzed, offering a comprehensive snapshot of CAN perceptions across various segments of society. Results: The studies, encompassing diverse methodologies and populations, collectively underscore the commendable levels of awareness and knowledge demonstrated by healthcare professionals, including primary health care physicians, nurses, and medical practitioners. Notably, several studies reveal that these professionals exhibit robust recognition of different forms of child abuse, a vital aspect in the identification and prevention of abuse cases. While positive attitudes towards CAN were prevalent among healthcare providers, barriers to reporting were highlighted. Fear of consequences and uncertainty emerged as key deterrents to reporting among medical and dental students and nurses, respectively. These findings emphasize the necessity for creating supportive environments that empower professionals to report suspected cases of abuse while addressing apprehensions. Parental perception of CAN also came into focus, revealing a disparity between the recognition of CAN as a common problem and adequate knowledge of emotional abuse and neglect. These findings point towards a need for targeted public awareness campaigns that differentiate between disciplinary practices and abusive behaviours. Conclusion: In conclusion, this systematic review offers a nuanced understanding of the Saudi population's awareness, knowledge, and attitudes towards child abuse and neglect. The synthesis of findings across diverse studies informs future interventions, advocating for enhanced awareness, reporting, and prevention strategies. By empowering individuals and professionals alike, a safer environment for Saudi children can be nurtured, fostering a future free from the shadows of abuse and neglect.