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Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 32, 2012 - Issue 3
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Articles

Investigating teachers’ explanations for aggressive classroom discipline strategies in China and Australia

Philip Riley Faculty of Education, Monash University, Clayton, AustraliaCorrespondence[email protected]
,
Ramon (Rom) Lewis Faculty of Education, La Trobe University, Bundoora, Australia
&
Bingxin Wang RMIT University, Bundoora, Australia
Pages 389-403 | Received 26 Jun 2011, Accepted 26 Jan 2012, Published online: 28 Feb 2012

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Bo Ning, Jan Van Damme, Wim Van Den Noortgate, Xiangdong Yang & Sarah Gielen. (2015) The influence of classroom disciplinary climate of schools on reading achievement: a cross-country comparative study. School Effectiveness and School Improvement 26:4, pages 586-611.
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Bo Ning, Jan Van Damme, Hongqiang Liu, Gudrun Vanlaar & Sarah Gielen. (2013) Students' Individual Perceptions of School Climate Predict Reading Achievement in Shanghai. International Journal of School & Educational Psychology 1:3, pages 188-198.
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Bingxin Wang & Kenneth Mark Greenwood. (2013) Chinese students’ perceptions of their creativity and their perceptions of Western students’ creativity. Educational Psychology 33:5, pages 628-643.
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Philip Riley. (2013) Attachment theory, teacher motivation & pastoral care: a challenge for teachers and academics. Pastoral Care in Education 31:2, pages 112-129.
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Articles from other publishers (9)

Chen Shi & Jianhua Xu. (2024) Surveillance Cameras and Resistance: A Case Study of a Middle School in China. The British Journal of Criminology.
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Xin Liu, Kajsa Yang Hansen, Jan De Neve & Martin Valcke. (2023) Teacher versus student perspectives on instructional quality in mathematics education across countries. Instructional Science.
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João A. Lopes & Célia Oliveira. (2021) Teacher and school determinants of perceived classroom discipline: a multilevel analysis of TALIS 2013. Learning Environments Research 25:1, pages 41-58.
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Pramesti Pradna Paramita, Fitri Andriani, Muryantinah Mulyo Handayani & Rusdi Rusli. 2022. Applied Psychology Readings. Applied Psychology Readings 149 162 .
Samuel Kim, Natalie Spadafora, Wendy Craig, Anthony A. Volk & Li Zhang. (2021) Disciplinary Structure and Teacher Support in Chinese and Canadian Schools: Examining How Authoritative Disciplinary Practices Protect Youth Involved in Bullying at School. School Mental Health 13:3, pages 501-517.
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Bo Ning. (2018) Examining the importance of discipline in Chinese schooling: an exploration in Shanghai, Hong Kong, Macao, and Taipei. Asia Pacific Education Review 20:3, pages 489-501.
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James J. DillonJames J. Dillon. 2019. Inside Today’s Elementary Schools. Inside Today’s Elementary Schools 215 234 .
Odete Cadete, Célia Oliveira & João Lopes. (2017) Indisciplina em sala de aula: um estudo transcultural. Revista de Estudios e Investigación en Psicología y Educación, pages 348-354.
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George G. Bear, Dandan Chen, Lindsey S. Mantz, Chunyan Yang, Xishan Huang & Kunio Shiomi. (2016) Differences in classroom removals and use of praise and rewards in American, Chinese, and Japanese schools. Teaching and Teacher Education 53, pages 41-50.
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