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

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

    Research output: Contribution to journalArticlepeer-review

    197 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 languageEnglish
    Pages (from-to)729-741
    Number of pages13
    JournalTeaching and Teacher Education
    Volume21
    Issue number6
    DOIs
    StatePublished - 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.

    FundersFunder 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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