Teachers’ classroom discipline and student misbehavior in Australia,China and Israel |
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| Institution: | 1. School of Educational Science, Qufu Normal University, Qufu 273165, China;2. School of History and Culture, Central China Normal University, Wuhan 430079, China;1. School of Psychology, Australian Catholic University, Locked Bag 4115, Fitzroy, Victoria 3065, Australia;2. Centre for Adolescent Health, Department of Paediatrics, The University of Melbourne, Flemington Road, Parkville, Victoria, Australia;3. Centre for Adolescent Health, Murdoch Childrens Research Institute, Department of Paediatrics, The University of Melbourne & Royal Children''s Hospital, Flemington Road, Parkville, Victoria, Australia;4. 3DL Partnership, School of Social Work, University of Washington, Campus Box 354900, 4101 15th Avenue NE, Seattle, WA 98105-6299, USA;5. Social Development Research Group, School of Social Work, University of Washington, USA;6. Health Psychology, Prevention Sciences, School of Psychology and Centre for Mental Health and Wellbeing Research, Deakin University, Geelong Waterfront Campus, Geelong, Victoria 3217, Australia;7. Centre for Adolescent Health, Murdoch Childrens Research Institute, Flemington Road, Parkville, Australia;8. Social Development Research Group, School of Social Work, University of Washington, 9725 3rd Avenue NE, Suite 401, Seattle, WA 98115, USA |
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| Abstract: | This paper reports students’ perceptions of the classroom discipline strategies utilized in Australia, China and Israel. It examines data from 748 teachers and 5521 students to identify how teachers’ use of various disciplinary strategies, and the extent to which these relate to student misbehavior, differ in three national settings. In general, Chinese teachers appear less punitive and aggressive than do those in Israel or Australia and more inclusive and supportive of students’ voices. Australian classrooms are perceived as having least discussion and recognition and most punishment. In all settings greater student misbehavior relates only to increased use of aggressive strategies. Implications are discussed. |
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