Authoritative school discipline: High school practices associated with lower bullying and victimization.

By A. Gregory, D. Cornell, Xitao Fan, Peter L. Sheras, Tse-Hua Shih, Francis L. Huang. 2010

469 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/962e3a1581bd02c162e67f5667423caec617aceb

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In Clinical Psychology

In Education

In Social Psychology

Citations in the corpus

Validation of a brief measure of teachers’ perceptions of school climate: relations to student achievement and suspensions (2014, background): “They are widely recognised as the two primary dimensions of the authoritative approach to school discipline (Bear 2005; Brophy 1996; Gregory et al. 2010) and childrearing (Baumrind 1996).”
Conflictual student–teacher relationship, emotional and behavioral problems, prosocial behavior, and their associations with bullies, victims, and bullies/victims (2018, background): “…previous research on bullying tends to include positive, caring, warm, and supportive items when measuring student–teacher relationship quality (e.g. Gregory et al., 2010), or measure bullying and victimisation as continuous variables, and thus do not make a distinction between bullies and…”
School Climate, Student Engagement, and Academic Achievement: A Latent Variable, Multilevel Multi-Informant Examination (2018, methodology): “Previous studies have reported that schools with characteristics of an authoritative school climate have lower suspension rates than other schools (Catizone, Cornell, & Konold, 2018; Gregory et al., 2010; Huang & Cornell, 2018).”
Authoritative School Climate and Student Academic Engagement, Grades, and Aspirations in Middle and High Schools (2016, methodology): “Authoritative school climate theory posits that two key dimensions of school climate are disciplinary structure and student support (Gregory et al., 2010; Gregory & Cornell, 2009).”
The Relationship of School Structure and Support to Suspension Rates for Black and White High School Students (2011, background): “The purpose of the present study was to investigate whether the authoritative parenting framework can be applied to schoolwide conditions and used to identify high schools with low rates of disciplinary problems (Gregory et al., 2010).”
Can Restorative Practices Improve School Climate and Curb Suspensions (2018, background): “Research on school climate, more generally, has led to the theory that students may be most responsive to authority when schools have a climate in which student voice is honored and adults show care for students and are firm in expectations of behavior (Gregory et al., 2010).”
School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes (2015, result): “Similar findings on youth and teacher reports of discipline and bullying norms were detected (Gregory et al. 2010; Waasdorp et al. 2011), lending support for the importance of norms and attitudes regarding acceptable levels of aggression within the school.”
Preventing School Bullying: Should Schools Prioritize an Authoritative School Discipline Approach Over Security Measures? (2016, background): “As there is ongoing discussion regarding which school characteristics encompass authoritative discipline (Gregory & Cornell, 2009; Gregory et al., 2010), a factor analysis was performed to assess whether the four items of the proposed variable indeed capture a higher-order construct (i.”