An Examination of the Applications of Constitutional Concepts as an Approach to Classroom Management: Four Studies of Judicious Discipline in Various Classroom Settings.

Autor/inn/en	McEwan, Barbara; Gathercoal, Paul; Nimmo, Virginia
Titel	An Examination of the Applications of Constitutional Concepts as an Approach to Classroom Management: Four Studies of Judicious Discipline in Various Classroom Settings.
Quelle	(1997), (56 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Citizen Role; Citizenship; Citizenship Responsibility; Civics; Civil Rights; Classroom Techniques; Conflict Resolution; Constitutional Law; Democracy; Discipline; Elementary Secondary Education; Law Related Education; Prosocial Behavior; Student Rights + Suchen Sie Ihr Suchwort? Bürgerinitiative; Staatsbürgerschaft; Staatsbürgerkunde; Bürgerrechte; Grundrechte; Zivilrecht; Klassenführung; Conflict solving; Konfliktlösung; Konfliktregelung; Staatsrecht; Demokratie; Disziplin
Abstract	This paper presents a composite of four separate research studies conducted to assess the impact of constitutional language on classroom environments. The studies were designed to examine the uses of "Judicious Discipline" in a variety of classrooms and how the use of a common language based on rights and responsibilities affected the behavior of students. The studies covered a variety of locations including New York, Minnesota, and Oregon. The studies reveal the need for educators to take the time to teach students about their individual rights as well as their social responsibilities. Students who have had the opportunity to learn about their societal expectations as they are balanced against personal freedoms, are more likely to attain a level of autonomous social development. Teachers are less likely to feel frustrated about student behavioral problems and more likely to experience reduced levels of work-related stress. The studies also indicate that when teachers provide students with a common language of civility, there is a common ground for discussion, mediation, and reconciliation of many social problems that typically develop in the classroom. The data from the studies indicate that students who are taught to engage in civil discourse tend to use it to resolve conflicts peacefully, rather than resort to verbal or physical assaults. Evidence in the studies suggest this approach to classroom management is also effective in special needs classrooms. (EH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC