Changing Theories and Practices of Discipline
Behaviour problems" in our schools occupy a considerable part of the education agenda and media attention. The major thrust of the literature has been on the provision of "new classroom management approaches". Too often these "packages" are inappropriate to the specific context of the school and its pupils. There are no "quick-fix" solutions. In this book, Slee proposes a critical re-examination of the school discipline issue. In doing so, he provides an overview of policy change; an examination of the major schools of thought on student discipline; a reconsideration of the context in which young people, teachers and schools now find themselves; and practical responses for addressing all levels of discipline policy making.
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abolition academic according achieved administrators aims alternative analysis application approaches argued attempts attention Australia authority becomes cent central centre challenge Chapter child classroom complex conception concern consideration considered consistent context corporal punishment critical culture curriculum debate democratic demonstrate discipline policy discourse discussion disruption earlier Education Department effect establish extended findings greater impact improvement increasing indicative individual interest issues knowledge language learning levels limited measure ment models moral move nature needs observations organization parents particular political position practice principal problem procedures professional programs questions range rates recommendations referred reflect regulation relations relationship Report represents response school discipline secondary Slee social South strategies structure student behaviour successful suggest suspension teachers teaching theory tion units values Western young youth