Dialogue over Discipline: What Predicts Students' Identification with Their High School's Values?

Autor/inn/en	Gindi, Shahar; Paul-Binyamin, Ilana
Titel	Dialogue over Discipline: What Predicts Students' Identification with Their High School's Values?
Quelle	In: Research Papers in Education, 36 (2021) 2, S.216-232 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2019.1646792
Schlagwörter	Predictor Variables; Identification (Psychology); Student School Relationship; Middle School Students; High School Students; Grade 7; Grade 12; Teacher Attitudes; Sense of Community; Educational Attitudes; Positive Attitudes; Social Environment; Discipline; School Safety; Security (Psychology); School Community Relationship; Values Education; Religious Education; Caring; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Prädiktor; Schüler-Lehrer-Beziehung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; School year 07; 7. Schuljahr; Schuljahr 07; School year 12; 12. Schuljahr; Schuljahr 12; Lehrerverhalten; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Soziales Umfeld; Disziplin; Security; Psychology; Sicherheit; Werterziehung; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Care; Pflege; Sorge; Betreuung; Ausland
Abstract	The education system is drawn in opposite directions both in research and in practice: Outcome-based evaluation and achievements on the one hand and values-based education on the other. The research and theory on the topic is also divided. Values based education is supported almost exclusively by theoretical arguments and qualitative research while achievement is supported by quantitative studies. This study is an attempt to bridge these divides by quantitatively studying values-based education. Data from 3,023 students in a religious education network's high schools in Israel revealed that high-school students placed most emphasis on the human factors at school and in the community. Close relationships between the school and the community and dialogical relationships based on faith and caring predicted identification with the school's values. The role of discipline, which is commonly viewed as a prerequisite to any educational effort, was greatly reduced and did not predict success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01