School Discipline Research Articles

Exploring Intricacies of School-community Collaboration in Managing School Discipline: A Case of Selected Secondary Schools in Chingola District, Zambia

Exploring Intricacies of School-community Collaboration in Managing School Discipline: A Case of Selected Secondary Schools in Chingola District, Zambia

On the Problem of "Moral Dilemma" and the Application of "Moral Dilemma Teaching Method" in Primary School Moral and Rule of Law Course——Taking "Tram Dilemma" as an Example

On the Problem of "Moral Dilemma" and the Application of "Moral Dilemma Teaching Method" in Primary School Moral and Rule of Law Course——Taking "Tram Dilemma" as an Example

The Influence of the Teacher's Role, Principal Leadership, and School Rules on Student Discipline in Middle Schools

School discipline is an effort that is consciously directed and organized to carry out the assigned tasks and can be accounted for according to their abilities; these efforts are realized to create school efficiency and achieve educational goals properly. This study aimed to determine the effect of teachers, principal leadership, and school discipline on student discipline. The research method used was quantitative. The subjects of this study were 8th & 9th-grade students of SMP Takhassus Al-Qur'an Sunan Gunung Jati Ba'alawy Semarang with a total population of 79, so the sampling used saturated samples because it was less than 100. The data collection method used a questionnaire that was tested for validity and reliability. The results of this study determined the influence of the variable role of teachers, principal leadership, and school discipline on student discipline.

Factors Contributing to Educational Failure Among Secondary School Students in Erbil City.

Background and aim Educational failure among secondary school students in Erbil City is influenced by a complex interplay of factors. This study is crucial as it aims to conduct an in-depth investigation into the various factors contributing to educational failure among secondary school students in Erbil City. Specifically, the study seeks to explore how students' attitudes toward school and learning influence their academic performance, including their levels of engagement, motivation, and perceptions of school. Additionally, it aims to examine the impact of teacher-related factors, such as teaching quality, classroom management, and teacher-student relationships, on students' academic success. Furthermore, the study will assess the role of school resources, including the availability of educational materials and facilities, and the influence of extracurricular activities on students' overall academic outcomes. Methods This cross-sectional study was conducted from March 15, 2023, to June 5, 2024, in nine secondary high schools in Erbil City. A total of 280 students participated in the study, using purposive sampling. The questionnaire comprised demographic information and a self-structured questionnaire with 30 items assessing attitude factors, school teacher factors, and school potential and extracurricular activity factors. Statistical analysis was performed using IBMSPSSStatistics for Windows, Version 28 (Released 2021; IBM Corp., Armonk, New York, United States), with frequency and percentage used for qualitative variables and mean and standard deviation for quantitative variables. Results A total of 280 students participated in the study. The overall mean scores were 1.57 ± 0.37 for school potential and extracurricular activity factors, 1.42 ± 0.43 for attitude factors, and 1.18 ± 0.35 for school teacher factors, indicating that school potential and extracurricular activity factors had the most significant impact on academic performance. Among these, support for students with special needs (262 (93.6%)), strict internal school rules (250 (89.3%)), and availability of career counseling services (239 (85.4%)) were reported as major factors. Attitude factors such as attending school being a pleasure (224 (80.0%)) and seeking assistance from teachers (217 (77.5%)) were significant, while school teacher factors had a lesser impact, with maintaining order in classrooms (252 (90.0%)) and marking absent students' names (262 (93.6%)) being reported as minor factors. Conclusions The study showed that school potential and extracurricular activities were the main causes of educational failure, followed by attitude factors. School teacher factors had the least impact. Policymakers and healthcare providers should prioritize targeted interventions to improve school infrastructure, support students with special needs, and enhance career counseling services. Furthermore, efforts should be made to promote positive attitudes towardschool and learning and to bolster teacher support and training to better address educational challenges.

INFLUENCE OF NON-PHYSICAL PUNISHMENT ON STUDENTS DISCIPLINE IN PUBLIC SECONDARY SCHOOLS IN PUBLIC SECONDARY SCHOOLS OF NYAMASHEKE DISTRICT, RWANDA

The research investigated the influence of non-physical punishment on students discipline in public secondary schools in Nyamasheke district. The analysis was done using IBM/SPSS, where statistical calculations like frequencies, means, standard deviation, and correlation were used. This study aims to evaluate the impact of non-physical punishments on students discipline in selected public secondary schools in Nyamasheke district, Rwanda. A sample of 240 respondents, including teachers, parents, and students, was selected from 600 teachers, general assembly members, and student representatives. The research methodology involves simple random sampling. The correlation analysis and linear regression models were adopted. The findings indicated that the overall mean was 3.14, which was between agree (3) and strongly agree (4), indicating that there was a significant relationship between non-physical punishment and the discipline of students in public secondary schools. The statistical results showed that there was a relationship between non-physical punishment and students discipline. 767** that concluded that there was a statistically significant relationship between non-physical punishment and students discipline in public secondary schools in Nyamasheke district, Rwanda. The study recommended that schools administrations should improve non-physical punishment that promotes good collaboration between teacher and student for the purpose of promoting school academic performance.

Creating Thirdspace: Indigenous Learning Lab to Transform a School Discipline System

Racial disproportionality in school discipline is an enduring systemic problem. This study is based on a collaboration with 14 school stakeholders: American Indian students, parents, community members, and educators at a high school in a community-driven problem-solving process called Indigenous Learning Lab (ILL). ILL members addressed the root causes of the racialized school discipline and created a new school discipline system. Using critical geography and decolonizing methodology as the theoretical and analytical framework, this study aimed to unpack the emergence of Thirdspace—a space of resistance, possibilities, and hopes—in ILL to address enduring racial disproportionality. Members challenged race-neutrality of data sense-making, mapped out dystopia, revitalized American Indian epistemology, and mapped out a real utopian vision of schooling.

The Obligatory Roles and Responsibilities of Teachers on Learner Discipline, Case of Selected Schools in Nylstroom Circuit

Disciplinary measures and learner safety are critical components of effective teaching and learning. Lack of discipline has become a major problem in schools. The abolishment of corporal punishment led to an increase in violent incidents in schools. This study aims to provide educators with useful guidelines to help them understand their roles when instilling discipline in schools and to ensure learners have a clear understanding of the difference between discipline and corporal punishment. The study followed a qualitative research approach in exploring human elements and behavior. Interviews, observations, field notes, and questionnaires were used to collect data, with a case study design. The population consists of principals, disciplinary committee members, educators, and learners from three high schools. We used a purposive sampling method, selecting three members from each of the three schools. We used Skinner's behavioral theory model, which attempts to explain how repeated behavior with rewards alters bad behavior. We applied grounded theory, a method that employs inductive reasoning for data analysis. The study found that teachers, accustomed to the banned use of corporal punishment for discipline, find it challenging to adjust to new forms of discipline. The study revealed that parents find it difficult to accept the long-standing ban on corporal punishment and attempt to coerce teachers into applying it to their children. The study suggested educating learners about their mistakes and motivating them to avoid ill-discipline. Parents should instill morals and discipline in their children from a young age, as they model discipline and behavior at home.

Perceptions of School Indiscipline of a Class of 3rd Cycle Basic Education Students in A Portuguese School in Horta (Azores): Case Study

Perceptions of School Indiscipline of a Class of 3rd Cycle Basic Education Students in A Portuguese School in Horta (Azores): Case Study

The long-term consequences of school suspension and expulsion on depressive symptoms

Exposure to exclusionary discipline has been tied to several deleterious outcomes in adulthood, including contact with the criminal legal system. While this work provides interesting insight into the long-term consequences tied to this form of school punishment, few have attempted to consider whether and how, exclusionary discipline practices, in particular, school suspension and expulsion shape mental health patterning over the life course. Using panel data from the National Longitudinal Study of Adolescent to Adult Health, we contribute to this body of literature by examining whether exposure to school suspension or expulsion shapes depressive symptom trajectories from adolescence to adulthood. Results from our mixed-effects linear growth curve models demonstrate both forms of exclusionary discipline play a significant role in depressive symptom trajectories. We find suspended and expelled youth exhibit significantly higher depressive symptoms in adolescence when compared to their counterparts with no history of suspension or expulsion. Results also show age variation in depressive symptom trajectories by history of exposure to exclusionary discipline. Specifically, results show the depressive symptoms gap between disciplined and non-disciplined youth slightly dissipates as youth age into early adulthood, but as individuals begin to transition out of this stage of the life course, the gap in depressive symptoms widens substantially. Results carry implications for how punitive disciplinary practices in schools shape mental health from adolescence to adulthood.

Mindful discipline: A pilot study exploring mindfulness and the reduction of punitive discipline for Black male students.

Racial disparities in school discipline are well known and widely studied. Studies find, for instance, that Black students in secondary grades experience the highest rates of exclusionary punishment compared with their peers (Losen, 2018). Despite what is known about the prevalence and causes of disparities, such as educator bias in discipline decisions, there is surprisingly little evidence about how to effectively shift these disparities in schools. This pilot study attempts to address this, exploring whether a brief mindfulness-based intervention for teachers may reduce the impacts of racial bias on their interpretations of behavior and subsequent recommendations for discipline after reviewing a vignette depicting a Black male adolescent. The effects of the mindfulness exercise on participants' interpretations and recommendations were examined through regression, and findings indicate a significant main effect of the treatment on both indicators. The preliminary findings of this exploratory study suggest that brief mindfulness training may help to reduce the impacts of racial bias on discipline decisions for Black students. Implications for both research and practice are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

EFEKTIVITAS PENERAPAN METODE REWARD AND PUNISHMENT PADA PEMBELAJARAN FIQIH DALAM MENINGKATKAN ANTUSIASME BELAJAR SISWA KELAS X SEKOLAH MENENGAH KEJURUAN DARUN NAIM BEKASI

Rewards will make students study actively, the application of the reward and punishment method should be able to make students motivated to study Islam, not violate school rules and be expected to behave well towards everyone, not focus on studying, lazy to do assignments, not pay attention to the teacher, have difficulty understand the lesson and get bored of taking the lesson. This research approach is qualitative. Data collection is carried out using observation, interviews and documentation. The results of the research show that the application of the reward and punishment method is effective in increasing enthusiasm for learning PAI fiqh in class X students at Darun Naim Vocational School, Bekasi. By giving rewards and punishments, students can improve, study diligently, always follow the PAI fiqh learning process, always carry out assignments given by teachers, and obey school rules and regulations. So that the presence of rewards and punishments can make students better, besides that the development of students' learning motivation is quite good and effective. With this, they can increase their enthusiasm to do several good things that can make them achieve, which in the future will make them passionate about learning and always enthusiastic. The implications of this research activity include: 1) developing more effective learning strategies, 2) strengthening learning discipline, and 3) improving the reward and punishment system.

ALTERNATIVE STRATEGIES TO CORPORAL PUNISHMENT USED BY SELECTED BASIC SCHOOL TEACHERS IN MAMPONG MUNICIPALITY, GHANA

This study was conducted to determine the alternative strategies to corporal punishment used by some basic school teachers in Mampong Municipality in the wake of the abolition of corporal punishment in Ghanaian schools. The study used a qualitative research approach and phenomenological research design to study 15 basic school teachers and 15 headteachers who were purposively sampled for the study. Interviews and focus group discussions were used to collect data. It was found that the teachers used positive discipline strategies, such as rule setting, rewards presentation, guidance and counselling and mild punishment strategies, such as task assignment, withdrawal from pleasant activity and upstanding as alternative strategies to corporal punishment. This implies that the teachers follow the recommended discipline policy of the Ghana Education Service (GES). It was recommended, among others, that continuous professional education should be conducted by GES for the teachers to keep them abreast of the use of alternative strategies.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0704/a.php" alt="Hit counter" /></p>

Coping strategies for bullying: a phenomenology of student perceptions

Efforts to reduce bullying in schools can be made by making strategies. However, so far, the strategies to overcome bullying are still seen from the teacher's point of view, and we need to see strategies to overcome bullying from students' perceptions. This study aims to find students' strategies for overcoming bullying. This research uses a qualitative approach with the type of phenomenology. The informants were high school and vocational high school students in Java. Data were collected through interviews, forum group discussions, and open-ended questionnaires. Data analysis used interactive analysis techniques. Data validity used triangulation of sources and techniques. The results showed that students' strategies to overcome bullying were carried out through social environment, internal factors, and external factors. The most effective strategies to overcome bullying are reporting to parents, teachers, or other students, being indifferent, establishing positive friendships, and focusing on the goals to be achieved. Supporting factors for the success of this strategy are the support system, guidance and counseling, and school socialization regarding anti-bullying. The inhibiting factors are school rules that still need to be firm, school culture that has not changed, and there is still an assumption that bullying is regular.Keywords: strategies bullying, phenomenology, student perceptions

Pengawasan Kedisiplinan Peserta Didik di SMA Negeri 1 Pangkalan Lampam

This research aims to understand the process of student discipline supervision at SMA Negeri 1 Pangkalan Lampam. The researcher uses a descriptive qualitative approach with a qualitative research type. The research method employed is descriptive, with data collection techniques including observation, interviews, and documentation. The data analysis techniques used are data reduction, data presentation, and data verification. The validity of the data in this research is tested using source triangulation, technique triangulation, and time triangulation. The analysis results indicate that the process of supervising student discipline at SMA Negeri 1 Pangkalan Lampam involves monitoring, inspection, guidance and direction, disciplinary actions, and corrective measures. The research concludes that the supervision of student discipline at SMA Negeri 1 Pangkalan Lampam is not yet optimal, particularly in the stages of guidance or direction and disciplinary actions. This is evidenced by the students' lack of awareness regarding the importance of discipline in school

COGNITIVE METHODOLOGY OF TEACHING UKRAINIAN LANGUAGE IN THE CONTEXT OF THE NEW UKRAINIAN SCHOOL

The article explores the theoretical foundations of the cognitive approach to teaching the Ukrainian language in the context of the New Ukrainian School (NUS). The relevance of the research topic lies in the advantages of this approach in developing critical thinking skills, creativity, emotional intelligence, and understanding the global interconnectedness of linguistic and national-cultural paradigms among students. The development of modern methods of teaching the Ukrainian language in school requires the involvement of the latest achievements of domestic linguistic thought in the learning process. The active development of the cognitive direction in Ukrainian linguistics at the end of the 20th — beginning of the 21st century has found its place in the latest technologies for teaching linguistic disciplines in school. Modeling studies of educational situations that illustrate the depth and relevance of the analyzed problem are important. The adaptation of cognitive linguistics tools to the needs of teaching the Ukrainian language at different educational levels is also considered separately. The aim of the study is to reveal the basic theoretical foundations of the cognitive methodology for teaching the Ukrainian language and to specify and determine the areas of its practical application in the context of the NUS. The following main research methods were used in the work: method of content analysis of scientific-theoretical concepts, method of analysis and modeling of educational situations, method of systemic analysis. The object of the research is the methodology of teaching the Ukrainian language, and the subject is the tools and means of cognitive linguistics research in the system of language education for students. The cognitive approach to teaching the Ukrainian language in the context of the NUS is a promising direction in modern linguodidactics, with the potential to improve the quality of language education and promote the development of critical thinking, creativity, emotional intelligence, and understanding of the global interconnectedness of linguistic and national-cultural paradigms among students.

Beyond the discipline gap: the role of spectacular state violence in the discipline and punishment of Black and Indigenous children in US public schools

ABSTRACT Education research frequently measures and calls for an end to racial disparities in rates of US school discipline practices such as office referrals, suspension, and expulsion. This paper asks what a more expansive understanding of discipline can demonstrate about how schools discipline different students differently. Tracing the history of corporal punishment from Native boarding schools, through Ingraham v. Wright, to violent school policing and arrests today, the author finds that, because Black and Indigenous children can never be ‘normalized’ within white supremacist US schooling, the shift in disciplinary tactics that Foucault described never took place for these students and in fact, the functioning of normalizing school discipline for all depends on extraordinary, spectacular violence against the most marginalized. Rather than focusing on the discipline gap, education research must attend to the violence inherent in US schooling and seek to abolish it.

Analisis Pendidikan Karakter Disiplin Melalui Budaya Sekolah pada Siswa SD GMIT 007 Kabola

The main outcome of this study is the relatively low implementation of discipline-focused education through school days, so that any implementation of discipline-focused education through school days can more effectively discipline students, whether in schools, homes, or the general public. This study is conducted using a kualitatif approach. The purpose of this study is to analyze and describe the discipline-specific teaching methods used by the students of Sekolah Dasar. These studies are conducted using a deskriptif kualitatif approach with school principals, teachers, and students as the subjects. Studying is done in SD GMIT 007 KABOLA. In this study, observations, interviews, and documentation are used as data sources. The techniques for data analysis using the Miles and Huberman model include data redaction, data processing, and verification, or kesimpulan. Triangulation technique is used in the data elucidation process. The study's findings indicate that when it comes toTriangulation is a technique used in data analysis. The results of the study indicate that the following steps should be taken in order to implement the disciplined learning program through the school day at SD GMIT 007 KABOLA: 1) creating the character education program; 2) creating the school rules and behavior codes; 3) providing moral guidance to students in the elementary and middle schools; 4) involving parents/guardians in the disciplined learning process; and 5) involving the school committee in the disciplined learning process.

It's not what you say it's what you do: School diversity ideologies and adolescent mental health and academic engagement.

This study examined the relation between schools' color-evasive versus multicultural diversity ideologies, school characteristics, and adolescent development. Across two datasets linking individual-level survey data (N = 1692) and administrative records (N = 300,063; Mage = 12.4, 52% female, 48% male), schools' stated support for diversity (via a pro-diversity mission statement) was related to adolescent mental health and academic achievement, but in nuanced ways depending on individual racial/ethnic backgrounds, the racial/ethnic diversity of the student body and teachers, and the extent of racial disparities in discipline and gifted education. Findings suggest that communicating support for diversity without redressing systemic inequities in school discipline and academic tracking will not reduce racism-related achievement gaps and may instead exacerbate mental health disparities.

Implementasi Manajemen Mutu Terpadu dalam Mengembangkan Budaya Religius di SMAS Ulumul Islam Tanah Jambo Aye Kabupaten Aceh Utara

The aim of this research is to find out how to implement integrated quality management in developing religious culture at SMAS Ulumul Islam and the problems it faces. This research was conducted as a qualitative type of research and used a field research approach. The results of the research show that the implementation of integrated quality management in the development of religious culture at SMAS Ulumul Islam produces several results, such as: a) continuous improvement through regular meetings, support from foundations, and support from Islamic boarding schools, b) implementation of standards with full implementation of religious culture in schools and in everyday life, c) cultural change through the application of religious culture in every activity, religious culture schedule, and SMAS Ulumul Islam faces several challenges when implementing integrated quality management to develop religious culture. These include undisciplined students, lack of parental funds, inconsistent interest in learning, and changing boarding school rules.

Students' perspectives and utilization of school resource officers after experiences with school discipline or law enforcement

AbstractSchool resource officer (SRO) programs were expanded to improve school safety, but limited research has assessed factors impacting students' perspectives on and intended utilization of SROs. We analyzed the relationships of students' experiences with law enforcement and school discipline with views and intended use of SROs. We used multilevel logistic regression models based on the 2019 Minnesota Student Survey to estimate odds ratios of negative attitudes toward SROs. Among all students, 94.4% agreed having an SRO at school was a good idea, 62.1% said they would feel comfortable going to their SRO with a problem, and 68.1% that they would tell their SRO if they saw something unsafe. Among students with recent suspensions, a parent/guardian who was ever in prison, or attending alternative learning centers, there was still widespread support for SROs, albeit lower support for SROs. Furthermore, only about half of students with recent suspensions or impacted by parental incarceration stated they would utilize SROs. These findings highlight discrepancies in students' attitudes toward versus utilization of SROs, especially for those disproportionately impacted by law enforcement or school discipline. This is relevant, as having trusted adults to turn to with problems has been identified as a cornerstone of school safety.