Teachers' sensemaking of student behavior determines whether students get in trouble and are formally disciplined. Status categories, such as race, can influence perceptions of student culpability, but the degree to which teachers' initial identification of student misbehavior exacerbates racial disproportionality in discipline receipt is unknown.…

The management of ill-discipline among learners has become a serious challenge for teachers. This article reports on a study conducted to determine how teachers in the primary schools of the Matjhabeng Municipality, Free State, South Africa, manage ill-discipline among learners. A mixed method approach, which comprised a questionnaire and…

This paper focuses on the forms of reflexivity that emerge in the conversational narratives of Latin American teenage school girls co-produced during sociolinguistic interviews, in a multicultural school in the centre of Madrid. The narratives about confrontation at school portray the girls' actions and ways of making sense of such behaviours, in…

Extension publication editors from around the United States are finding cases of plagiarism within manuscripts that Extension educators submit as new public education materials. When editors confront such educators with the problem, some don't understand it as such, rationalizing that reproducing published information for a new purpose qualifies…

Researchers have identified a civilising mission in elementary schools in the decades around the turn of the twentieth century, particularly in poor urban areas. School log books from the 14 schools in Birmingham and Leicester, supplemented by other primary and secondary sources, are examined for insights into how headteachers perceived, and acted…

Offers considerations that can guide teachers in the examination of their own attitudes and behaviors regarding discipline problems. Presents a model to help teachers deal with discipline problems, including an analysis of sources of misbehavior, prevention techniques, phases of discipline, and behavior adjustment. (Author/JM)

This article addresses the possible causes of discipline problems in the classroom. (MM)

Reviews history of educational patterns in relation to order in the classroom. Although the high schools of the 1940s were disciplined and ordered, this did not result in educational excellence. (MD)

Investigated use of behavior alteration techniques in managing student misbehaviors. Found that inexperienced teachers are likely to employ the same strategies, regardless of misbehavior type or intensity: (1) appealing to student's self-esteem and (2) feedback. (PD)

Concludes that humanism in teachers is related to reporting fewer unresolvable conflicts with pupils and that pupil control ideology and subsequent teacher control behavior (the referring of pupils to the administration for disciplinary action) are related. (Author/IRT)

Examination of disciplinary referrals reveals patterns involving the relationship of race and sex of both teachers and students with White female teachers making significantly more referrals than their Black male counterparts. Several questions for future study are raised. (JMF)

While the functioning of all pupils was affected by teacher behavior, problem children were more sensitive to the teacher's social and affective orientation. Problem children's misdemeanors were greater and their sustained attention lower when teachers showed a decline in positive affect, social contact, and sustained feedback towards the pupils.…

Identifies the source of new teacher difficulties in maintaining order and discipline and inspiring students to cooperate and learn. Describes a seminar that helps preservice teachers determine how they want to "be" in the classroom and how they will strategically deal with unruly students. (TB)

The rehabilitative disciplinary process is the implementation of program variables that will have positive effects on the aggressive behavior pattern. This involves manipulation of environmental variables, peer relationships, teacher behavior, and productive behavior opportunities. (Author/MLF)

This case study of a project designed to change a junior high school's approach to discipline focuses on the change facilitators' interventions in implementing the innovation. Data assessing how teachers change are presented and discussed in relation to the intervention data. (JMF)