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ERIC Number: EJ811409
Record Type: Journal
Publication Date: 2008-Mar
Pages: 17
Abstractor: As Provided
Reference Count: 60
ISBN: N/A
ISSN: ISSN-1360-3116
Providing for Student Voice in Classroom Management: Teachers' Views
Lewis, Ramon; Burman, Eva
International Journal of Inclusive Education, v12 n2 p151-167 Mar 2008
Recent research indicates that teachers would prefer to allow for more student voice in classroom discipline decision-making than is currently the case. This paper identifies factors that teachers suggest inhibit them from implementing their ideas of best disciplinary practice. It also examines which classroom discipline issues teachers are willing to submit to student voice. Among the most important inhibitors of best disciplinary practice identified by almost 300 Australian secondary teachers were: too many things to do; classroom size and layout; and a lack of support from the school administration. When presented with 30 varying management issues, an independent group of approximately 250 primary and secondary teachers nominated classroom conventions (e.g. tidiness of the classroom) and issues related to teaching and learning (e.g. seating arrangements) as those that they were most prepared to negotiate with students. In contrast they would prefer to concentrate the power of decision-making in their own hands when managing issues pertaining to safety of students and moral issues such as racial and sexual discrimination. (Contains 6 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia