Classroom discipline and student responsibility:: The students’ view

By R. Lewis. 2001

276 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/dd6eae1867e62556f96b538733c7706387553276

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In Social Psychology

Citations in the corpus

Effects of Inequality, Family and School on Mathematics Achievement: Country and Student Differences (2010, background): “Furthermore, girls often have better self-discipline than boys and might help constitute school cultures of effective discipline and academic learning (Chiu and Chow forthcoming; Lewis 2001; Skiba et al. 2002).”
The Role of Teachers’ Classroom Discipline in Their Teaching Effectiveness and Students’ Language Learning Motivation and Achievement: A Path Method (2015, methodology): “Teachers’ appropriate discipline strategies also help students to learn better as class discipline protects students from disruption and thus emotional and cognitive threat (Lewis, 2001).”
Teacher Education, Book-Reading Practices, and Children's Language Growth Across One Year of Head Start (2009, background): “Studies of older children have indicated that classroom management and organization are related to instructional activities and student outcomes (Brophy, 1988; Lewis, 2001).”
Teachers' Emotion Regulation and Classroom Management (2009, background): “Elementary and secondary students’ reports of the levels of teachers’ use of aggressive techniques (e.g., yelling at students) were related to higher levels of student disruption and of misbehavior (Lewis, 2001).”
Classroom Climate and Contextual Effects: Conceptual and Methodological Issues in the Evaluation of Group-Level Effects (2012, methodology): “Data used in this demonstration are from the extended German sample from the Third International Mathematics and Science Study (Baumert et al., 1997) and are used here in a reanalysis and extension of the Lüdtke, Köller, Marsh, and Trautwein (2005) study where the sample (2,261 students in 128 cla”
Coercive and Supportive Teacher Behaviour: Within- and across-Lesson Associations with the Classroom Social Climate. (2011, unknown): “As Lewis (2001) points out, a sufficient degree of classroom discipline is needed to maintain an atmosphere conducive to student learning.”
Implications for educational practice of the science of learning and development (2019, background): “…of responsibility, ultimately increasing misbehavior, as students increasingly abandon their own self-responsibility for their learning and behavior and develop resistance and opposition to school (Lewis, 2001; Mayer, 1995), while exacerbating discriminatory treatment of students (Townsend, 2000).”