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Students’ reaction to classroom discipline in Australia, Israel, and China
ARTICLE

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TATE Volume 24, Number 3, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This study investigates the extent to which students from Australia, Israel, and China report that their teachers’ classroom disciplinary behaviour affects their attitudes towards schoolwork and the teacher. They also report how justifiable a teacher's intervention appeared. In all three settings, both punishment and aggression relate significantly to the level of students’ distraction and negative affect towards the teacher. Teachers’ recognition of responsible behaviour and discussion with students relate to less distraction and greater belief that the intervention was necessary. Hinting and the involvement of students in classroom discipline decision making relate to a stronger belief that the disciplinary actions taken are warranted. Implications are discussed.

Citation

Lewis, R., Romi, S., Katz, Y.J. & Qui, X. (2008). Students’ reaction to classroom discipline in Australia, Israel, and China. Teaching and Teacher Education: An International Journal of Research and Studies, 24(3), 715-724. Elsevier Ltd. Retrieved December 13, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 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.2007.05.003

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