How Other Countries "Do Discipline"

Autor/inn/en	Arum, Richard; Ford, Karly
Titel	How Other Countries "Do Discipline"
Quelle	In: Educational Leadership, 70 (2012) 2, S.56-60 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Academic Achievement; Social Environment; Social Scientists; Foreign Countries; Discipline; Case Studies; Discipline Problems; Correlation; Principals; Student Attitudes; Teacher Attitudes; Educational Environment; Educational Assessment; School Surveys; Zero Tolerance Policy; Power Structure; Legal Problems; Cultural Influences; Cultural Differences; Social Control; Dress Codes; Peer Influence; Canada; Chile; Israel; Italy; Japan; Netherlands; Russia; South Korea; United States; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Schulleistung; Soziales Umfeld; Social scientist; Sozialwissenschaftler; Ausland; Disziplin; Case study; Fallstudie; Case Study; Korrelation; Principal; Schulleiter; Schülerverhalten; Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Education; assessment; Bewertungssystem; Cultural influence; Kultureinfluss; Kultureller Unterschied; Soziale Kontrolle; Kleiderordnung; Kanada; Italien; Niederlande; Russland; Korea; Republik; USA
Abstract	It's a challenge for schools in every country: How to provide the right kind of discipline and create a climate that nurtures learning. This challenge may look different in different countries. A school's disciplinary climate not only is the product of educators' beliefs and actions, students' beliefs and actions, and the interaction of these, but also is shaped by the legal and social context of the country. Yet when they became involved in researching questions of school discipline and the moral authority of teachers, the authors were surprised at the dearth of research comparing various countries' ideas about discipline and typical responses to challenging behaviors. They recently brought together an international group of 18 social scientists to study the relationship between school discipline and student achievement. Their study examined assessment and survey data from 49 countries that participated in the 2003 Trends in International Mathematics and Science Survey (TIMSS), with in-depth case studies of Canada, Chile, Israel, Italy, Japan, the Netherlands, Russia, South Korea, and the United States. The authors compared these countries in terms of how extensive their schools' discipline challenges are, the national context and organizational structure of their schools, and the way discipline is typically administered in schools. The study also examined the relationship between the level of school discipline problems and the level of student achievement--and found a definite correlation between the two. In this article, the authors explore some of what these case studies reveal and reflect on lessons for U.S. educators. (Contains 1 endnote.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10