丁倩倩儿童如何学英语.ppt

Teachers’ classroom discipline and student misbehavior inAustralia, China and Israel Introduction The issue of how best to discipline students in classrooms is of continuing interest and concern to the community. Interest in classroom discipline relates not only to the good it can do but also to the damage inappropriate discipline can cause there were two main foci for theresearch. First it permitted a comparison of the extent of usage of various discipline strategies in three significantly different national settings. Secondly, the relationship between student misbehavior and classroom discipline could be examined in each setting Samples In Australia, all secondary schools (years 7–12) in the north eastern region of Victoria and a small number in the Melbourne metropolitan region were invited to participate in the study. In Israel, a sample of four high schools (years 10–12) and eight junior high schools (years 7–9) in the geographic center of Israel were invited to participate in the study In China, the sample of teachers and students was drawn from eight schools in Chengdu region, Sichuan Province Findings Prior to comparing the extent to which the various discipline strategies are utilized in different national settings and examining the relationship between various types of discipline perceived by students and classroom misbehavior, it was considered helpful to document how significant an issue classroom discipline is for the teachers of the students responding to the survey. Classroom discipline strategies in Australia,Israel and China In Israel, there is more Hinting at, and Involving of, students in years 7 and 8 by men teachers than by women. in Australia, women teachers are more likely than men to Involve and Hint at students in all year levels, although at years 9 and10 the difference is very small. In China, men teachers are more likely to hint at, and involve,students in years 11 and 12. At years 7 and 8,women are more likely than men to Hin