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.
| Original language | English |
|---|---|
| Pages (from-to) | 715-724 |
| Number of pages | 10 |
| Journal | Teaching and Teacher Education |
| Volume | 24 |
| Issue number | 3 |
| DOIs | |
| State | Published - Apr 2008 |
Bibliographical note
Funding Information:The research project reported in this paper was in part sponsored by the Institute for Community Education and Research, School of Education, Bar-Ilan University, Israel.
Funding
The research project reported in this paper was in part sponsored by the Institute for Community Education and Research, School of Education, Bar-Ilan University, Israel.
| Funders | Funder number |
|---|---|
| Institute for Community Education and Research, School of Education, Bar-Ilan University |
Keywords
- Classroom management
- Students' reaction
- Teacher-student relationship