Corporal Punishment in the Schools of Ghana: Does Inclusive Education Suffer?

Autor/in	Agbenyega, Joseph S.
Titel	Corporal Punishment in the Schools of Ghana: Does Inclusive Education Suffer?
Quelle	In: Australian Educational Researcher, 33 (2006) 3, S.107-122 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
Schlagwörter	Foreign Countries; Measures (Individuals); Inclusive Schools; Punishment; Discipline; Student Behavior; Comparative Analysis; Teacher Effectiveness; Behavior Problems; Interviews; Observation; Questionnaires; Moral Values; Religious Factors; Teaching Methods; Ghana + Suchen Sie Ihr Suchwort? Ausland; Messdaten; Inclusive school; Integrative Schule; Bestrafung; Disziplin; Student behaviour; Schülerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Interviewing; Interviewtechnik; Beobachtung; Fragebogen; Moral value; Ethischer Wert; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This paper reports on a study that compared the practice of corporal punishment in ten basic schools in the Greater Accra District in Ghana. Five of the ten schools were designated as inclusive project schools (IPS) and the other five as non-inclusive project schools (NIS). The primary purpose was to find out if the inclusive project schools were more effective in eradicating corporal punishment from their schools than were the non-project schools. One hundred teachers responded to a six-item questionnaire. A further 22 participants comprising ten teachers from the survey group, ten pupils and two directors of education were interviewed. Observation of the classroom practices, where these teachers work, substantiated the questionnaire and interview findings. The overall results indicated that corporal punishment still persists in both school sites at relatively the same scale. Three themes were found to underpin the administration of corporal punishment to students in these schools. (1) Punishment as an effective learning imperative (2) Punishment as a moral imperative (3) Punishment as religious imperative. The implications of these findings pertaining to inclusive education are discussed. (Contains 1 table and 1 figure.) (Author).
Anmerkungen	Australian Association for Research in Education (AARE). P.O. Box 71, Coldstream, Victoria 3770, Australia. Tel: +61-0359-649-031; Fax: +61-0359-649-586; e-mail: aare@aare.edu.au; Web site: http://www.aare.edu.au/aer/contents.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10