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Cambridge Journal of Education Volume 24, 1994 - Issue 2
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Original Articles

Teachers’ Views on School Discipline: a theoretical framework

Bruce Johnson Senior Lecturer in Education, Faculty of Education, University of South Australia
,
Victoria Whitington Lecturer in Education, Faculty of Education, University of South Australia
&
Murray Oswald Lecturer in Education, Faculty of Education, University of South Australia
Pages 261-276 | Published online: 02 Aug 2006

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Read on this site (6)

Pramesti Paramita, Umesh Sharma & Angelika Anderson. (2020) Indonesian teachers’ causal attributions of problem behaviour and classroom behaviour management strategies. Cambridge Journal of Education 50:2, pages 261-279.
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Md. Saiful Malak, Umesh Sharma & Joanne M. Deppeler. (2015) ‘Can I really teach without my magic cane?’ Teachers’ responses to the banning of corporal punishment. International Journal of Inclusive Education 19:12, pages 1325-1341.
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Anne Gregory & PharmiciaM. Mosely. (2004) The Discipline Gap: Teachers' Views on the Over-Representation of African American Students in the Discipline System. Equity & Excellence in Education 37:1, pages 18-30.
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RAMON LEWIS. (1999) Teachers' support for inclusive forms of classroom management. International Journal of Inclusive Education 3:3, pages 269-285.
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Shlomo Romi & Mira Freund. (1999) Teachers’, Students’ and Parents’ Attitudes Towards Disruptive Behaviour Problems in High School: a case study. Educational Psychology 19:1, pages 53-70.
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Ramzi Haroun & Christine O'Hanlon. (1997) Do Teachers and Students Agree in their Perception of What School Discipline Is?. Educational Review 49:3, pages 237-250.
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Articles from other publishers (10)

Pascale Benoliel & Izhak Berkovich. (2020) Ideal teachers according to TALIS: Societal orientations of education and the global diagnosis of teacher self-efficacy. European Educational Research Journal 20:2, pages 143-158.
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Shiran Benji-Rabinovitz & Izhak Berkovich. (2021) Psychological ownership of a team of change agents during second-order change in schools and its implications for school culture. International Journal of Educational Management 35:1, pages 75-86.
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Bruce Johnson & Anna Sullivan. 2016. Challenging Dominant Views on Student Behaviour at School. Challenging Dominant Views on Student Behaviour at School 27 43 .
Bruce Johnson & Anna Sullivan. 2016. Challenging Dominant Views on Student Behaviour at School. Challenging Dominant Views on Student Behaviour at School 163 180 .
Anna Sullivan. 2016. Challenging Dominant Views on Student Behaviour at School. Challenging Dominant Views on Student Behaviour at School 1 14 .
Klára Šeďová. (2015) Moc v dialogickém vyučování. Pedagogická orientace 25:1, pages 32-62.
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Ramon (Rom) Lewis, Paul Montuoro & Patricia McCann. (2013) Self-predicted classroom behaviour without external controls: Imagining a ‘Lord of the Flies’ scenario. Australian Journal of Education 57:3, pages 270-291.
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Anita Woolfolk Hoy. 2013. Emotion and School: Understanding how the Hidden Curriculum Influences Relationships, Leadership, Teaching, and Learning. Emotion and School: Understanding how the Hidden Curriculum Influences Relationships, Leadership, Teaching, and Learning 255 270 .
Ioanna Bibou-Nakou. (2000) Elementary school teachers’ representations regarding school problem behaviour: ‘Problem children in talk’. Educational and Child Psychology 17:4, pages 91-106.
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David M. Day & Carol A. Golench. (1997) Promoting safe schools through policy: results of a survey of Canadian school boards. Journal of Educational Administration 35:4, pages 332-347.
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