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Teachers’ classroom discipline and student misbehavior in Australia, China and Israel
ARTICLE

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TATE Volume 21, Number 6 ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This paper reports students’ perceptions of the classroom discipline strategies utilized in Australia, China and Israel. It examines data from 748 teachers and 5521 students to identify how teachers’ use of various disciplinary strategies, and the extent to which these relate to student misbehavior, differ in three national settings. In general, Chinese teachers appear less punitive and aggressive than do those in Israel or Australia and more inclusive and supportive of students’ voices. Australian classrooms are perceived as having least discussion and recognition and most punishment. In all settings greater student misbehavior relates only to increased use of aggressive strategies. Implications are discussed.

Citation

Lewis, R., Romi, S., Qui, X. & Katz, Y.J. Teachers’ classroom discipline and student misbehavior in Australia, China and Israel. Teaching and Teacher Education: An International Journal of Research and Studies, 21(6), 729-741. Elsevier Ltd. Retrieved December 7, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2005.05.008

Keywords