While some research has been done on the use of corporal punishment in South African schools, there is a dearth of research on other forms of punishment and little has been done to research the meaning of punishment. This study explores the meaning of punishment in a high school context and focuses on the different attitudes of parents, teachers and pupils, with a view to identifying, in particular, how they justify the use of punishment. A sample of 50 pupils, 30 teachers and 30 parents were selected for the study. Focus groups and a questionnaire with closed and open-ended questions were used to collect the data. The questionnaire was constructed to explore themes which emerged in the focus group discussions . Results were grouped into themes and arranged by tables , and the Chi-square test of statistical significance was used to analyze some of the data. The results show that the meaning and the approach to punishment is differently construed by participants. Parents construe punishment as an educative instrument and a disciplinary measure used for the good of pupils and the society. Teachers see it as a discip1inary measure, a strategy used for effective learning, and a negative stimulus used to inflict pain towards the goal of an orderly school environment. To pupils the punishment scene provides an opportunity for what they perceive as sadistic enjoyment and as something negative which is used by teachers to vent their own frustrations. Participants agree that clear, consensually agreed upon rules should be set to regulate school behaviour and that there should be clear and consensually agreed upon ways of ensuring that these rules are adhered to; and constructive ways of dealing with violation of these rules. The central concern seems to be to move away from a retributive, punitive mode of thinking about punishment, towards a purposeful one. The implications of the research findings are discussed in the context of existing literature in the area and in relation to policy development.

This research concerns disciplinary practices within a school system in Lesotho. The school that has been researched is a girl’s high school in Maseru (the capital of Lesotho). The school belongs to the Anglican Church. I (the researcher) am a Mosotho man and an English and Religious Studies teacher in this school. For a while I have been concerned about the way punishment happens in the school, often leaving girls feeling shamed and powerless in the face of authority. I have also noticed that these disciplinary practices are losing their effectiveness, in that girls are showing resistance to the system. In other words corporal punishment, which has been the traditional form of discipline, is proving ineffective in today’s world. The researcher also considers this form of discipline abusive of power. It is in the light of this that I worked within this system, both with pupils, as well as teachers, to explore alternative practices that might work with pupils, that are respectful of all parties concerned. The research is a participative action research, using collaborative narrative practices in working with both students and staff at the school. / Philosophy, Practical and Systematic Theology / M. Th. (Pastoral Therapy)

The way in which educators’ competency to enforce disciplinary measures in the classroom is influenced by learners’ fundamental rights is investigated in this study. An in-depth literature study was conducted, and questionnaires and semi-structured interviews were used to collect data at five rural high schools in the Southern Cape. The research findings indicate that participants’ understanding of the stipulations of important relevant acts and government notices is insufficient to manage problem situations regarding discipline with confidence. There is undoubtedly a need for information sessions and/or workshops that not only convey information on a theoretical level, but apply the stipulations of relevant legal sources and the principles of effective classroom management to educators’ daily classroom situations in a practical and functional way. A positive approach to discipline and restorative disciplinary measures that are based on respect and the positive development of learners are upheld, and various important principles that will promote more effective classroom management are suggested. / Teacher Education / M. Ed. (Onderwysbestuur)

本研究旨在探討臺北市立國民中學自訂「教師輔導與管教學生辦法」的過程，瞭解其實施的現況，學校處理學生問題時所遭遇的困境，實施「零體罰」及「解除髮禁」所造成的衝擊，並提出改善策略與建議，俾供教育主管機關、學校行政與教師參考。 研究內容包含文獻分析與深度訪談等兩種方法。其中文獻分析的部分，首先探究輔導與管教之法規與適用及其內涵與救濟，然後以英、美為例，探究其他國家之輔導與管教辦法，對照我國過去在相關議題部分之研究文獻。至於深度訪談部分，則以教育主管單位及臺北市各型學校抽樣，選出與本研究問題之業務有直接相關的教育工作者共39人進行深入訪談，將訪談內容加以分析並提出建議。 本研究主要發現如下： 一、 各校訂定本辦法時，均能夠遵循國民教育法、行政命令等相關法規，依法定程序與精神辦理。 二、 學校學生常發生之偏差行為可分為四類，包括：學習態度不佳、生活常規不良、違規行為、違法行為等四大類型。 三、 學校在實施本辦法時所面臨的困擾，主要來自：辦法本身的不週延、學生人格特質、家庭因素或學區環境影響、家長的態度、學校行政的效能、以及教師的專業知能等。 四、 「零體罰」政策部分，教育主管單位、校長、訓導人員、輔導人員、教師、家長等，角色職責不同，其看法分歧，亟待整合。 五、 「解除髮禁」政策部分，教師期待學生自律與自愛，能自我澄清髮禁的意義與價值，不要為追求外表的特色而迷失了自我。 六、 受訪者提出多項看法，針對不同困擾的因素，提供各種改進的意見與建議，以提供各相關業務人員參考使用。 / This research focuses on the process in which junior high schools in Taipei develop individual “regulations of student guidance and discipline by teachers,” in an attempt to understand the current execution of those regulations, the predicament that the school administrators might encounter when dealing with students’ problems, and the impact of implementing “zero corporal punishment” and “lifting of the ban on hairstyle,” at the same time proposing strategies and suggestions for improvement, which may serve the educational administration, school administrators, and teachers for future reference. This study adopts two approaches—the review of literature and an in-depth interview. In terms of literature review, we first examine current regulations of guidance and discipline, also exploring their inherent compensatory mechanisms. Then, in the light of our studies on some cases of guidance and discipline methods in such western countries as Britain and the US, we re-examined research on relevant issues done by scholars in Taiwan in the past. And for the in-depth interview, we choose among education authorities and junior schools of all sizes in Taipei, and base our study on a sample of totally 39 educators directly related to our research question. An analysis of the result of the interviews is made, and suggestions offered accordingly. The main findings of this research are as follows: 1. In making the aforementioned regulations, the school administrations are able to abide by the Statute of Civil Education and related governmental codes, executing such regulations within the confines of legality and justice. 2. Common deviant behaviors among junior high students can be categorized into 4 major types—bad learning attitudes, awful daily routines, behavior against regulations, and behavior against the law. 3. The problems schools face when executing such regulations are mainly due to: the inadequacy of the regulation per se, the students’ personalities, the influence of family or learning environment, parents’ attitude, effectiveness of school administrations, and the teachers’ professional knowledge and abilities. 4. In terms of “zero corporal punishment,” there are separate roles to play for education administrators, principals, school discipline staff, school guidance staff, teachers, and parents, and their ideas about this policy differ greatly and need to be integrated. 5. As for he policies on lifting the ban on hairstyle, the teachers expect their students not only to exhibit self-discipline and self-respect, but also to appreciate the meanings and values of the ban on hairstyle instead of blindly seeking beautiful appearances while losing their selves. 6. The interviewees offer various viewpoints on how different kinds of problematic situations can be improved, thus providing related educational administrators with future references.

Lietuvoje kasmet daugėja vaikų, nukentėjusių nuo nusikalstamų veikų. Apie 15 proc. užregistruotų atvejų sudaro tėvų ar artimų giminaičių smurtas prieš vaikus. Žiniasklaidoje vis dažniau pasirodo pranešimai apie tėvų sunkiai sužalotus ar net nužudytus vaikus, smurtą mokykloje. Susiklosčiusi situacija reikalauja skubaus ir efektyvaus sprendimo. Darbe „Vaiko apsaugos nuo fizinio smurto teisinis reguliavimas“ koncentruotai ir susistemintai pateikiama bei analizuojama tiek sociologinė, psichologinė, tiek ir teisinė fizinio smurto prieš vaiką pusės. Analizuojama ne tik teorinė literatūra bei teisės aktai, bet ir pateikiama autorės atlikto tyrimo duomenų analizė. Pirmojoje darbo dalyje autorė apžvelgia pagrindines sampratas: atskleidžiama vaiko bei vaikystės samprata; analizuojamos smurto bei fizinio smurto sąvokos, šių reiškinių priežastys bei pasekmės vaikui; aptariami vaiko teisinės apsaugos principai bei smurto prevencijos samprata. Tarptautiniu lygmeniu vaiko teises garantuojančios ir ginančios normos įtvirtinamos deklaracijose ir konvencijose. Taip pat daug svarbių nuostatų yra pateikiama valstybėms rekomendacijų forma. Ratifikuotų tarptautinių dokumentų nuostatos turi būti perkeliamos į nacionalinius įstatymus. Antrojoje darbo dalyje autorė apžvelgia šiuos teisės aktus, analizuoja pagrindines jų nuostatas, susijusias su smurto prieš vaikus užkardymu. Taip pat pateikiama ir Lietuvoje egzistuojančios vaiko teises ginančių institucijų sistemos analizė. Trečioji darbo dalis... [toliau žr. visą tekstą] / Every year in Lithuania there is a growing number of victimized children. Around 15% of registered cases are about parents’ or other close relatives’ physical violence against children. Mass media more and more often announces about children seriously injured or killed by their parents, about violence at school. The situation demands a quick and effective solution. The thesis “Legal regulation of child protection from physical violence” contains a concentrated and systemized analysis of sociologic, psychological and legal sides of child’s physical abuse. Not only legal acts and theoretical literature is analyzed, but also the analysis of children’s, parents’ and teachers’ research data is presented. In the first part of thesis author presents the main conceptions: the concept of child and childhood; analysis of violence, physical violence, the reasons of this phenomenon and consequences for a child; the principles of legal protection and prevention of violence. In the international level the rights of the child are established in various declarations and conventions, many important provisions are put in the form of recommendations. The provisions of ratified international documents must be implemented into national law. In the second part of thesis author presents these main legal acts and analyzes the main provisions concerning prevention of violence against children. Also the analysis of existing institutional system is presented. Third part of thesis is dedicated to... [to full text]

The aim of this study was to investigate current classroom management practices, disciplinary strategies and educator duties and demands, in the Sedibeng West District (D8) of the Gauteng Province, with the aim of recommending guidelines to assist educators to cope better with classroom management duties as well as maintaining discipline at the same time. The overall aims of the study were achieved through the following objectives: Reviewing existing literature to establish the nature of current classroom management duties. Investigating the influence of increased classroom duties on classroom management. Reviewing existing literature to establish the nature of current disciplinary measures. Investigating the influence of increased classroom duties on discipline. Making recommendations to assist educators to cope better with classroom management duties as well as maintaining discipline at the same time. The abovementioned aims were reached by completing a literature study and an empirical investigation. The study further investigated the perceptions of educators in the foundation phase (grade 2 educators and the respective Heads of Department) as well as principals regarding certain aspects of classroom management and discipline. This was investigated by means of structured questionnaires. Findings from the research indicated that refusal to obey requests and commands, noisiness, showing off, teasing, irritating or disturbing other learners, leaving their seats without permission, talking out of turn, calling out when the educator is speaking, making improper noises, not paying attention, storming out of the classroom, and knife attacks, are current types of behaviour that disturb lessons of educators (Landsberg et al., 2005:455). This makes it impossible for educators to teach properly. Learners who engage in such behaviour get no benefit from the teaching and learning situation. The attention of all the other learners is distracted and the atmosphere in the class is negatively affected. According to Landsberg et al., (2005:456) discipline is a huge part of classroom management and it is reactive in nature. Educators react to learner behaviour, which disrupts the good order of the classroom. Classroom management is proactive, it is preventative and self-control on the part of the learners is its goal. Further findings from the research indicated that educators struggle from teacher-burnout. It has also become apparent that educators are unsure of corrective disciplinary measures. Current disciplinary measures do not yield successful results. In fact, educators feel stressed and de-motivated. As a result of so many reasons for misbehaviour in classrooms, educators feel that they do not have the ability to manage the classroom. This study therefore provided recommendations to assist educators to cope better with classroom management duties in such a way that it will contribute to effective discipline in the foundation phase. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2011

The aim of this study was to investigate current classroom management practices, disciplinary strategies and educator duties and demands, in the Sedibeng West District (D8) of the Gauteng Province, with the aim of recommending guidelines to assist educators to cope better with classroom management duties as well as maintaining discipline at the same time. The overall aims of the study were achieved through the following objectives: Reviewing existing literature to establish the nature of current classroom management duties. Investigating the influence of increased classroom duties on classroom management. Reviewing existing literature to establish the nature of current disciplinary measures. Investigating the influence of increased classroom duties on discipline. Making recommendations to assist educators to cope better with classroom management duties as well as maintaining discipline at the same time. The abovementioned aims were reached by completing a literature study and an empirical investigation. The study further investigated the perceptions of educators in the foundation phase (grade 2 educators and the respective Heads of Department) as well as principals regarding certain aspects of classroom management and discipline. This was investigated by means of structured questionnaires. Findings from the research indicated that refusal to obey requests and commands, noisiness, showing off, teasing, irritating or disturbing other learners, leaving their seats without permission, talking out of turn, calling out when the educator is speaking, making improper noises, not paying attention, storming out of the classroom, and knife attacks, are current types of behaviour that disturb lessons of educators (Landsberg et al., 2005:455). This makes it impossible for educators to teach properly. Learners who engage in such behaviour get no benefit from the teaching and learning situation. The attention of all the other learners is distracted and the atmosphere in the class is negatively affected. According to Landsberg et al., (2005:456) discipline is a huge part of classroom management and it is reactive in nature. Educators react to learner behaviour, which disrupts the good order of the classroom. Classroom management is proactive, it is preventative and self-control on the part of the learners is its goal. Further findings from the research indicated that educators struggle from teacher-burnout. It has also become apparent that educators are unsure of corrective disciplinary measures. Current disciplinary measures do not yield successful results. In fact, educators feel stressed and de-motivated. As a result of so many reasons for misbehaviour in classrooms, educators feel that they do not have the ability to manage the classroom. This study therefore provided recommendations to assist educators to cope better with classroom management duties in such a way that it will contribute to effective discipline in the foundation phase. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2011

The way in which educators’ competency to enforce disciplinary measures in the classroom is influenced by learners’ fundamental rights is investigated in this study. An in-depth literature study was conducted, and questionnaires and semi-structured interviews were used to collect data at five rural high schools in the Southern Cape. The research findings indicate that participants’ understanding of the stipulations of important relevant acts and government notices is insufficient to manage problem situations regarding discipline with confidence. There is undoubtedly a need for information sessions and/or workshops that not only convey information on a theoretical level, but apply the stipulations of relevant legal sources and the principles of effective classroom management to educators’ daily classroom situations in a practical and functional way. A positive approach to discipline and restorative disciplinary measures that are based on respect and the positive development of learners are upheld, and various important principles that will promote more effective classroom management are suggested. / Teacher Education / M. Ed. (Onderwysbestuur)

The Introduction deals with historical circumstances of children{\crq}s position in society. Further, it contains definitions of the terms of education, educational style, educational means and corporal punishment. An integral part of my thesis is also a list and characteristics of factors influencing the choice of educational means. The questions of the consequences of corporal punishment are also paid attention to. The conclusion brings an outline of legislation related to corporal punishment. The primary objective of my thesis is to survey the attitudes of parents to corporal punishment wards in the education of pre-school age children. The next objective is to analyze the obtained data from the point of age, education, family status and income groups. The practical part of the thesis consists of quantitative research conducted by the technique of a standardised questionnaire. Drawing on the research conducted and the follow-up analyses of the results obtained, it is possible to state that most respondents consider corporal punishment as an appropriate educational means, and that the factor that most influences the selection of educational means is one{\crq}s own childhood experience with corporal punishment.

The primary purpose of this study was to investigate how the life experiences of educators impact upon classroom discipline. The study considered the present situation regarding classroom discipline practice. As circuit manager directly involved with schools I was concerned to see that there were dysfunctional schools in my area because of the failure to manage classroom discipline effectively. <p.>The findings of the study indicate that classroom discipline practices can be improved if we understand the life experiences of educators. A qualitative narrative approach was applied and narrative interviews, observation and lived stories of educators were used to gather data from nine participants. All these educators were drawn from one circuit in the Nkangala Department of Education, a region in Mpumalanga Province, and are teaching in secondary schools. Purposive sampling was used to select the nine participants; all were prepared to share their lived experiences and ultimately, data analysis provided cogent answers to the research hypothesis. The research focused on issues such as recent South African studies conducted on discipline and corporal punishment, theories of discipline, how lived experiences impact on current behaviour. From what I have observed and heard, it has become clear, as is set out in this thesis, that the classroom discipline practices implemented by educators are indeed influenced by their own classroom experiences when they themselves were learners. / Thesis (PhD (Education Management, Law and Policy))--University of Pretoria, 2008. / Education Management and Policy Studies / unrestricted