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首页> 外文期刊>Compare: A Journal of Comparative and International Education >Student responsibility and classroom discipline in Australia, China, and Israel
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Student responsibility and classroom discipline in Australia, China, and Israel

机译：澳大利亚，中国和以色列的学生责任和课堂纪律

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摘要

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.
机译：本研究的目的是研究澳大利亚，中国和以色列教室中教师课堂纪律技巧与学生个人和社区责任之间的关系。样本包括5521名7-12年级的学生和748名教师。参与的澳大利亚，中国和以色列的学校包括位于社会经济和地理区域范围内的较大和较小的学校。结果表明，使用更多包容性学科技巧的教师让学生对自己的行为和同伴的行为承担更多的责任。通常，学生在这三种情况下在课堂上都表现出负责任的态度，并且他们自我报告的责任水平通常通过老师的理解得到验证。讨论了对教育者的影响和进一步的研究。

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