Teachers' perceptions of classroom discipline in Ghana, West Africa.

Autor/inn/en	Irwin, L. H.; Anamuah-Mensah, J.; Aboagye, J. K.
Titel	Teachers' perceptions of classroom discipline in Ghana, West Africa.
Quelle	In: International education, 34 (2005) 2, S. 46-61Infoseite zur Zeitschrift Verfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0160-5429
Schlagwörter	Kulturdifferenz; Verhalten; Wahrnehmung; Lehrer; Schüler; Disziplin (Ordnung); Heterogenität; Intervention; Ethnische Gruppe; Gruppe (Soz); Ghana; Westafrika
Abstract	The purposes of this study were to determine Ghanaian teachers' perceptions of discipline (behaviors/misbehaviors) in the classroom and to determine whether culture was perceived by teachers as a factor in students' behavior. The research is significant in that in understanding teachers' perceptions of students' behaviors, the public will appreciate teachers' choices of intervention strategies in curbing misbehavior. Differential consequences based on what has triggered a behavior will also be more acceptable to children than a teacher's blanket application of consequences to all classroom behaviors. A future investigation using the findings of this research for comparative study of teachers' perceptions in different countries will provide insight into the extents to which findings can be generalized across cultures. The terms discipline and classroom management were used interchangeably in this study since they are both means for achieving similar ends. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2005/3