Student responsibility and classroom discipline in Australia, China, and Israel

Shlomo Romi · Ramon Lewis · Yaacov J. Katz

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Education Discipline and Inequality Behavioral and Psychological Studies Educational Environments and Student Outcomes

Abstract

The purpose of this study was to examine the relationship between teachers' classroom discipline techniques and students' individual and communal responsibility in Australian, Chinese, and Israeli classrooms. The sample comprised 5521 students in grades 7–12 and 748 teachers. The participating Australian, Chinese, and Israeli schools included both larger and smaller schools, situated in a range of socioeconomic and geographic areas. Results showed that teachers who utilize more inclusive disciplinary techniques have students who take more responsiblity for their own behavior and for the behavior of their peers. In general students appeared to act responsibly in class in all three settings, and their self‐reported levels of responsibility were generally validated by their teachers' perceptions. Implications for educators and further research are discussed.

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References

2001The Classroom Social Environment and Changes in Adolescents’ Motivation and Engagement During Middle School 2000School as a Context of Early Adolescents' Academic and Social-Emotional Development: A Summary of Research Findings 2005Values in Education and Education in Values 2003Building character in schools: practical ways to bring moral instruction to life 2005Teachers’ classroom discipline and student misbehavior in Australia, China and Israel 2003Civic Education and Political Participation 2001Classroom discipline and student responsibility:2004Character Matters: How to Help Our Children Develop Good Judgment, Integrity, and Other Essential Virtues

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2011Coping Styles as Mediators of Teachers' Classroom Management Techniques

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