Consistency Rules: A Critical Exploration of a Universal Principle of School Discipline

Autor/inn/en	Irby, Decoteau; Clough, Cindy
Titel	Consistency Rules: A Critical Exploration of a Universal Principle of School Discipline
Quelle	In: Pedagogy, Culture and Society, 23 (2015) 2, S.153-173 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2014.932300
Schlagwörter	Discipline; Discipline Policy; Middle Schools; High Schools; Secondary School Teachers; Middle School Teachers; Middle School Students; High School Students; School Safety; School Culture; Teacher Attitudes; Academic Discourse; Behaviorism; Zero Tolerance Policy; Behavior Modification; Positive Reinforcement; Focus Groups; Collegiality; Teacher Behavior + Suchen Sie Ihr Suchwort? Disziplin; Disziplinarmaßnahme; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Middle schools; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; High schools; Studentin; Schulkultur; Schulleben; Lehrerverhalten; Discourse; Diskurs; Behaviourism; Behaviorismus; Behaviour modification; Verhaltensänderung; Kollegialität; Teacher behaviour
Abstract	The current study explores the principle of "consistency" and its relevance in the discipline cultures of three middle and two high schools in a Midwest US school district. We explore how educators (1) evoke consistency as a necessity for school discipline and (2) attempt to be consistent in practice to develop disciplined students, encourage academic-oriented school cultures, and maintain safe and orderly schools. We found that while consistency is important for collegiality's sake and provides a cognitive frame for teachers to think about how to improve discipline, it may undermine the decision-making and discipline practices of individual teachers who are more apt to rely on relational rather that behaviourist discipline approaches. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01