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ERIC Number: ED172400
Record Type: RIE
Publication Date: 1979-Jun-1
Pages: 25
Abstractor: N/A
Reference Count: 0
Discipline, Disruption, and the American School: A Fundamental Concern.
Hess, Fritz; And Others
Both educators and the public are becoming increasingly alarmed by the magnitude of school discipline problems. Surveys of secondary schools reveal increasing incidences of rioting, arson, violence, and property damage. The increase of discipline problems has been linked to the influence of college disruptions, violence on television, the civil rights movement, the increase of violence in the larger society, and the rise of participatory democracy. Educators, by decreasing the amount of time devoted to learning, are partially responsible for discipline problems. Some researchers have blamed the abdication of authority by parents. Reduced school discipline will have adverse effects on students' academic achievement, emotional development, and social attitudes. A continuum of solutions has been suggested, stretching from liberal to conservative. The liberal emphasis on the use of psychology is appropriate for psychotic and neurotic problem students, and the conservative law enforcement approach is probably best for removing criminally disruptive students. Yet for most discipline problems other approaches must be used. The need for behavioral and intellectual standards and structures must be realized. The position of the educator must again be preeminent. Discipline in best approached through a thorough affirmation that learning is the central purpose of the schools. (Author/JM)
Publication Type: Information Analyses; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: East Syracuse - Minoa Central Schools, East Syracuse, NY.
Identifiers: N/A