The role of brain dominance in the maintenance of learner discipline
Recent research in especially Education Law has shown that maintaining
discipline in South African schools constitutes a problem for many educators.
Research over the last few decades has also indicated a strong link between
brain dominance and behaviour. The aim of this research was to establish to
what extent the brain dominance of learners and educators influence their
attitude towards and perceptions of the implementation of schools' codes of
conduct and their resulting behaviour in class. Educators' response to indiscipline
was studied against the backdrop of the Constitution, and more specifically the
Bill of Rights, as well as other legislation pertaining to learner discipline.
The findings revealed a strong link between brain dominance and the behaviour
and attitudes of learners and. educators regarding school discipline. It is
therefore suggested that the code of conduct should be developed with input
from learners and educators from all four quadrants of the brain. Where possible,
a measure of flexibility should be included in these documents in the form of
incentives for good behaviour and by using discretion when implementing the
code of conduct. The insight of educators and learners into the implications of
brain dominance was also found to be crucial. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:nwu/oai:dspace.nwu.ac.za:10394/1014 |
| Date | January 2006 |
| Creators | Rutherford, Raché |
| Publisher | North-West University |
| Source Sets | South African National ETD Portal |
| Detected Language | English |
| Type | Thesis |
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