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ERIC Number: ED265257
Record Type: Non-Journal
Publication Date: 1983
Pages: 19
Abstractor: N/A
Reference Count: N/A
Students' Preferences for Discipline Practices in Schools.
Lovegrove, Malcolm; And Others
Using data collected in Australia, the United States, and Norway, this paper discusses teachers' utilization of disciplinary techniques. Students in each country were asked to identify, from a list of 34 teacher characteristics and practices, those which were "good" and "bad." In general, the study found that the good teacher in each country would very clearly explain why certain types of behavior are not allowed, basing the explanation on the need to maintain an appropriate learning environment. Explanations based on teacher's personal needs are less acceptable to students. Once rules have been made clear, the teacher should display consistency in acting against miscreants, but should generally remain calm and avoid harsh punishments or public admonishment. Although these findings were similar cross-culturally, a number of different responses were also found. For example, it may be inferred that Australian students are less concerned than the others about the use of corporal punishment, and they tend to be more likely to oppose the involvement of teachers with parents or other teachers when a student misbehaves. The responses from the Norwegian students reflect a disapproval of autocratic or somewhat arbitrary sanctions. Despite these differences, the greater degree of commonality across the three countries indicates that the findings of similarities may be more reliable. Thus the paper concludes with a discussion of implications of the similarities and offers possible directions for future research. (KH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; Norway; United States