Analysis of Classroom Discipline-Related Content in Elementary Education Journals
For most elementary teachers, maintaining classroom discipline is a daily concern, one that can be rewarding and at the same time a source of frustration. The inclusion of students with emotional or behavioral disorders and other students with behavioral problems can strain even the most competent c...
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| Veröffentlicht in: | Behavioral disorders 2003-02, Vol.28 (2), p.173-186 |
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| creator | Hardman, Elizabeth L. Smith, Stephen W. |
| description | For most elementary teachers, maintaining classroom discipline is a daily concern, one that can be rewarding and at the same time a source of frustration. The inclusion of students with emotional or behavioral disorders and other students with behavioral problems can strain even the most competent classroom teachers and may add to the already increasing demands to maintain discipline in today's classrooms. Because maintaining positive classroom discipline is one of the foremost concerns of teachers and other education professionals, we analyzed the discipline-related content of a purposively selected sample of 13 elementary education journals published over a 10-year period, determining the number and type of articles published and the articles' thematic content. We found that only 1% of the articles were about classroom discipline, and the content often failed to define specifically and substantively the teacher's role in identifying and mediating behavior problems. We argue that the attention to classroom discipline in elementary education journals is not commensurate with teachers' level of concern about classroom discipline and that scholars in elementary education may not perceive this topic to be an important curriculum issue and/or a primary responsibility of the classroom teacher. |
| doi_str_mv | 10.1177/019874290302800210 |
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The inclusion of students with emotional or behavioral disorders and other students with behavioral problems can strain even the most competent classroom teachers and may add to the already increasing demands to maintain discipline in today's classrooms. Because maintaining positive classroom discipline is one of the foremost concerns of teachers and other education professionals, we analyzed the discipline-related content of a purposively selected sample of 13 elementary education journals published over a 10-year period, determining the number and type of articles published and the articles' thematic content. We found that only 1% of the articles were about classroom discipline, and the content often failed to define specifically and substantively the teacher's role in identifying and mediating behavior problems. We argue that the attention to classroom discipline in elementary education journals is not commensurate with teachers' level of concern about classroom discipline and that scholars in elementary education may not perceive this topic to be an important curriculum issue and/or a primary responsibility of the classroom teacher.</description><identifier>ISSN: 0198-7429</identifier><identifier>EISSN: 2163-5307</identifier><identifier>DOI: 10.1177/019874290302800210</identifier><language>eng</language><publisher>Los Angeles, CA: Council for Children with Behavioral Disorders</publisher><subject>Antisocial personality disorder ; At risk students ; Behavior Disorders ; Behavior Modification ; Behavior Problems ; Behavioral disorders ; Classroom management ; Classroom Techniques ; Classrooms ; Discipline ; Educational Environment ; Educational Objectives ; Educational research ; Elementary Education ; Elementary school teachers ; Emotional Disturbances ; FORUM ; Handicapped accessibility ; Incidence ; Learning ; Polls & surveys ; Positive reinforcement ; Professionals ; Research Needs ; School discipline ; School environment ; Special education ; Student Behavior ; Student discipline ; Student Teachers ; Students with disabilities ; Teacher discipline ; Teacher education ; Teacher Educators ; Teacher Role ; Teachers</subject><ispartof>Behavioral disorders, 2003-02, Vol.28 (2), p.173-186</ispartof><rights>Copyright 2003 Council for Children with Behavioral Disorders</rights><rights>2003 Hammill Institute on Disabilities. All rights reserved</rights><rights>Copyright Council for Children with Behavioral Disorders Feb 2003</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c383t-8327e856cfed83532c9e355cad6594514585fa0ab08e4f414b2289c2fb9566e13</citedby><cites>FETCH-LOGICAL-c383t-8327e856cfed83532c9e355cad6594514585fa0ab08e4f414b2289c2fb9566e13</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/23889164$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/23889164$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,778,782,801,21806,27856,27911,27912,43608,43609,58004,58237</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ673113$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Hardman, Elizabeth L.</creatorcontrib><creatorcontrib>Smith, Stephen W.</creatorcontrib><title>Analysis of Classroom Discipline-Related Content in Elementary Education Journals</title><title>Behavioral disorders</title><description>For most elementary teachers, maintaining classroom discipline is a daily concern, one that can be rewarding and at the same time a source of frustration. The inclusion of students with emotional or behavioral disorders and other students with behavioral problems can strain even the most competent classroom teachers and may add to the already increasing demands to maintain discipline in today's classrooms. Because maintaining positive classroom discipline is one of the foremost concerns of teachers and other education professionals, we analyzed the discipline-related content of a purposively selected sample of 13 elementary education journals published over a 10-year period, determining the number and type of articles published and the articles' thematic content. We found that only 1% of the articles were about classroom discipline, and the content often failed to define specifically and substantively the teacher's role in identifying and mediating behavior problems. 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The inclusion of students with emotional or behavioral disorders and other students with behavioral problems can strain even the most competent classroom teachers and may add to the already increasing demands to maintain discipline in today's classrooms. Because maintaining positive classroom discipline is one of the foremost concerns of teachers and other education professionals, we analyzed the discipline-related content of a purposively selected sample of 13 elementary education journals published over a 10-year period, determining the number and type of articles published and the articles' thematic content. We found that only 1% of the articles were about classroom discipline, and the content often failed to define specifically and substantively the teacher's role in identifying and mediating behavior problems. We argue that the attention to classroom discipline in elementary education journals is not commensurate with teachers' level of concern about classroom discipline and that scholars in elementary education may not perceive this topic to be an important curriculum issue and/or a primary responsibility of the classroom teacher.</abstract><cop>Los Angeles, CA</cop><pub>Council for Children with Behavioral Disorders</pub><doi>10.1177/019874290302800210</doi><tpages>14</tpages></addata></record> |
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| ispartof | Behavioral disorders, 2003-02, Vol.28 (2), p.173-186 |
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| language | eng |
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| source | Periodicals Index Online; SAGE Complete A-Z List; Jstor Complete Legacy; Education Source |
| subjects | Antisocial personality disorder At risk students Behavior Disorders Behavior Modification Behavior Problems Behavioral disorders Classroom management Classroom Techniques Classrooms Discipline Educational Environment Educational Objectives Educational research Elementary Education Elementary school teachers Emotional Disturbances FORUM Handicapped accessibility Incidence Learning Polls & surveys Positive reinforcement Professionals Research Needs School discipline School environment Special education Student Behavior Student discipline Student Teachers Students with disabilities Teacher discipline Teacher education Teacher Educators Teacher Role Teachers |
| title | Analysis of Classroom Discipline-Related Content in Elementary Education Journals |
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