School Disciplinary Climate: Characteristics and Effects on Eighth Grade Achievement

By Xin Ma, J. Willms. Alberta Journal of Educational Research, 2004

108 citations recorded by the source corpus.

Seven dimensions of school disciplinary climate were identified based on a representative sample of grade 8 students in the United States. Within schools students varied considerably in their perceptions and experiences about discipline. The variation was related mainly to students' socioeconomic status (SES), sex, and ethnicity. There was a significant contextual effect of school mean SES on disciplinary climate, larger titan the individual effect of SES. Schools with primary or intermediate grades tended to have more favorable disciplinary climates titan either junior or senior high schools. School location had small effects on disciplinary climate. The disciplinary measure with the strongest relationship to academic achievement pertained to classroom disruption.

Subfields: Computer Networks and Communications, Information Systems, Safety Research

View Paper: https://www.semanticscholar.org/paper/ed3055ba0942ca43f15d5d95f2dcb359da71be36

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Citations in the corpus

Testing a Conception of How School Leadership Influences Student Learning (2010, methodology): “Ma and Willms (2004) argued that the traditional way of dealing with discipline, mainly at the classroom level, seems insufficient and that the disciplinary climate of the classroom and school has important effects on students.”
Effects of Inequality, Family and School on Mathematics Achievement: Country and Student Differences (2010, background): “…typically use teaching processes that are Figure 1 more effective, thereby maintaining student discipline and better relationships with their students – both of which are linked to higher student achievement (Ma and Willms 2004; Rowan, Correnti and Miller 2002; Willm and Somers 2001).”
How School Leadership Influences Student Learning: A Test of “The Four Paths Model” (2020, background): “…and tardiness, students counseling about discipline, students’ discipline experience, the rules for behavior, race or cultural conflicts at the school, students’ behaviors and the punishments for misbehaviors at the school, teachers’ behavior, teacher-student relations (Ma and Willms, 2004).”
Direction-setting school leadership practices: a meta-analytical review of evidence about their influence (2015, background): “…about discipline, students’ discipline experience (student had something stolen), the rules for behavior, race or cultural conflicts at the school, students’ behaviors and the punishments for misbehaviors at the school, teachers’ behavior, and teacher–student relations (Willms & Ma, 2004).”