Teachers' classroom discipline and student misbehavior in Australia, China and Israel

Ramon Lewis; Shlomo Romi; Xing Qui; Yaacov J. Katz

doi:10.1016/j.tate.2005.05.008

Teachers' classroom discipline and student misbehavior in Australia, China and Israel

Ramon Lewis, Shlomo Romi, Xing Qui, Yaacov J. Katz

Research output: Contribution to journal › Article › peer-review

205 Scopus citations

Abstract

This paper reports students' perceptions of the classroom discipline strategies utilized in Australia, China and Israel. It examines data from 748 teachers and 5521 students to identify how teachers' use of various disciplinary strategies, and the extent to which these relate to student misbehavior, differ in three national settings. In general, Chinese teachers appear less punitive and aggressive than do those in Israel or Australia and more inclusive and supportive of students' voices. Australian classrooms are perceived as having least discussion and recognition and most punishment. In all settings greater student misbehavior relates only to increased use of aggressive strategies. Implications are discussed.

Original language	English
Pages (from-to)	729-741
Number of pages	13
Journal	Teaching and Teacher Education
Volume	21
Issue number	6
DOIs	https://doi.org/10.1016/j.tate.2005.05.008
State	Published - Aug 2005

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 Educatiion, 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 Educatiion, Bar-Ilan University, Israel.

Funders	Funder number
Institute for Community Education and Research, School of Educatiion, Bar-Ilan University

Keywords

Classroom management
Teacher behavior
Teacher-student relationship

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10.1016/j.tate.2005.05.008

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abstract = "This paper reports students' perceptions of the classroom discipline strategies utilized in Australia, China and Israel. It examines data from 748 teachers and 5521 students to identify how teachers' use of various disciplinary strategies, and the extent to which these relate to student misbehavior, differ in three national settings. In general, Chinese teachers appear less punitive and aggressive than do those in Israel or Australia and more inclusive and supportive of students' voices. Australian classrooms are perceived as having least discussion and recognition and most punishment. In all settings greater student misbehavior relates only to increased use of aggressive strategies. Implications are discussed.",

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Teachers' classroom discipline and student misbehavior in Australia, China and Israel

Abstract

Bibliographical note

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Keywords

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