Submitted in partial fulfillment for the requirements of the Degree of Master of Education in the Department of Foundations of Education in the Faculty of Education at the University of Zululand, 2002. / The research examined the impact of discipline on learner performance in KwaZulu-Natal. This study made use of questionnaires and interviews to determine whether discipline has any impact on learner performance. On the basis of views from respondents, the study concluded that in the areas studies learner-performance is indeed influenced by discipline. Further than that, there was a high percentage of respondents who suggested that in restoring discipline in schools, societal background of learners must be taken into consideration.

Submitted in fulfilment of the requirements for the degree MASTER OF EDUCATION in the Department of Educational Psychology and Special Education of the Faculty of Education at the University of Zululand, 2006. / The aim of this study was to pursue an investigation into educators' perceptions of discipline in senior primary schools. From the literature study it became clear that discipline cannot be considered as an object or event in itself but that it has to be seen in terms of factors in and outside the school, and that its maintenance is essentia! for overall class control, without which effective learning is impossible. One of the prerequisites for all children is that they should learn how to behave at home, in school and in the community. Children have to adhere to the family's and the school's codes of conduct. This study has found, however, that discipline remains the most significant problem in senior primary schools, as many schools experience a break¬down of discipline resulting in disruptive behaviour in the classroom. A code of conduct for learners contains school and classroom rules which regulate the day to-day relationship between educators and learners. The adoption of a code of conduct and the effective implementation thereof is the responsibility of the school governing body. It should be reviewed annually by the stakeholders and any amendments should be agreed upon by ail the members. For the purpose of the empirical investigation a self-structured questionnaire, to be completed by educators, was utilised. The completed questionnaires were analysed using descriptive statistics. In conclusion a summary was presented on the findings of the literature and empirical study and the following are some of the recommendations that were made: Good behaviour must be inculcated in learners by means of positive and constructive discipline. A code of conduct for learners must be enforced to regulate the learners' behaviour.

No description available.

No description available.

梁建新. / "提交日期一九九八年十二月". / 論文(哲學碩士)--香港中文大學, 1999. / 參考文獻 (leaves 121-124). / 附中英文摘要. / "Ti yi jiu jiu ba nian shi er yue". / Liang Jianxin. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 1999. / Can kao wen xian (leaves 121-124). / Fu Zhong Ying wen zhai yao. / Chapter 第一章： --- 問題闡述 / Chapter (一) --- 前言 --- p.1 / Chapter (二) --- 硏究的背景 --- p.1 / Chapter (三) --- 硏究問題 --- p.8 / Chapter 第二章： --- 理論背景 / Chapter (一) --- 「權力」硏究的發展槪況 --- p.9 / Chapter (二) --- 傅柯對「權力」、「懲罰」和「監督技術」的詮釋 --- p.14 / Chapter -1 --- 權力 --- p.14 / Chapter -2 --- 懲罰 --- p.17 / Chapter -3 --- 監督技術 --- p.22 / Chapter 第三章： --- 硏究設計 / Chapter (一) --- 硏究意義 --- p.26 / Chapter (二) --- 硏究目的和具體硏究問題 --- p.26 / Chapter (三) --- 硏究對象 --- p.27 / Chapter (四) --- 硏究方法 --- p.27 / Chapter (五) --- 硏究限制 --- p.31 / Chapter 第四章： --- 學校的訓導工作一學校權力架構的重要範疇 / Chapter (一) --- 前言 --- p.32 / Chapter (二) --- 訓導工作之精神及目標 --- p.32 / Chapter (三) --- 訓導工作的簡述 --- p.33 / Chapter (四) --- 小結 --- p.49 / Chapter 第五章： --- 飾儀表-學校權力關係的區分系統 / Chapter (一) --- 前言 --- p.51 / Chapter (二) --- 學校的權力行使者和權力行使對象 --- p.51 / Chapter (三) --- 最具體、最明顯的區分工具一校服 --- p.54 / Chapter (四) --- 小結 --- p.57 / Chapter 第六章： --- 學校的訓導工作與權力關係的建構過程（一） / Chapter (一) --- 前言 --- p.59 / Chapter (二) --- 學校的權力關係是透過控制環境結構建構而成的 --- p.59 / Chapter (三) --- 學校的權力關係是透過執行巨細無遺、無微不至的監察行動 建構而成的 --- p.66 / Chapter (四) --- 小結 --- p.76 / Chapter 第七章： --- 學校的訓導工作與權力關係的建構過程（二） / Chapter (一) --- 前言 --- p.78 / Chapter (二) --- 學校的權力關係是透過發現個案、深入調查、懲罰違規者 和形式的懺悔這一個不斷循環再生的流程建構而成的 --- p.78 / Chapter (三) --- 小結 --- p.91 / Chapter 第八章： --- 推展學校訓導工作的目的一 一體化意識形態的建立 / Chapter (一) --- 前言 --- p.93 / Chapter (二) --- 實行層級監視與嚴厲懲罰的時代背景 --- p.94 / Chapter (三) --- 教師的「規範化」 --- p.97 / Chapter (四) --- 一體化意識形態的建立 --- p.102 / Chapter (五) --- 小結 --- p.105 / Chapter 第九章： --- 總結 / Chapter (一) --- 「學校權力關係」的詮釋 --- p.107 / Chapter (二) --- 對「權力」硏究的回應 --- p.110 / Chapter (三) --- 學校訓導工作的反思 --- p.112 / Chapter (四) --- 對「硏究歷程」的一些體會 --- p.114 / Chapter (五) --- 結語 --- p.116 / 附錄 --- p.118 / 參考書目 --- p.121

Thesis (Ed. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 116-125). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 116-125). Also available on the Internet.

Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 117-121).

Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 109-112).

Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 99-101).