Dealing with incidents of serious disciplinary problems amongst learners: A comparative study between South Africa and selected countries
Teachers in South African schools battle with problems in learner discipline. Research indicates that teachers are at a loss as to handling these situations. The aim of this article is to survey incidents of serious learner misconduct in a representative selection of education systems abroad to extr...
| Main Authors: | , |
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| Format: | Article |
| Language: | Afrikaans |
| Published: |
Scriber Editorial Systems
2013-11-01
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| Series: | Koers : Bulletin for Christian Scholarship |
| Subjects: | |
| Online Access: | https://www.koersjournal.org.za/index.php/koers/article/view/451 |
| _version_ | 1818379758323367936 |
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| author | Charl C. Wolhuter Charles Russo |
| author_facet | Charl C. Wolhuter Charles Russo |
| author_sort | Charl C. Wolhuter |
| collection | DOAJ |
| description | Teachers in South African schools battle with problems in learner discipline. Research indicates that teachers are at a loss as to handling these situations. The aim of this article is to survey incidents of serious learner misconduct in a representative selection of education systems abroad to extract any guidelines that might be applicable to South African schools. Eight education systems were surveyed: Brazil, England, Turkey, Singapore, Malaysia, China, Australia and New Zealand. The international systems surveyed in this article developed promising models, namely the National Safe Schools Framework (NSSF) in Australia, the Response Early Intervention and Assessment Community Health (REACH) programme in Singapore, the National Education Plan in the state of São Paolo, Brazil, and the two models in the category of positive disciplinary approaches in New Zealand, namely the Respectful Schools: Restorative Practices in Education and the New Zealand Minister of Education’s Positive Behaviour for [a] Learning Action Plan. A study of these international practices and underlying principles for dealing with discipline in pedagogical situations (Christian or secular) could provide guidelines for South African teachers and education authorities. |
| first_indexed | 2024-12-14T02:07:52Z |
| format | Article |
| id | doaj.art-21e7901cf3604c469efba9cf4aeff518 |
| institution | Directory Open Access Journal |
| issn | 0023-270X 2304-8557 |
| language | Afrikaans |
| last_indexed | 2024-12-14T02:07:52Z |
| publishDate | 2013-11-01 |
| publisher | Scriber Editorial Systems |
| record_format | Article |
| series | Koers : Bulletin for Christian Scholarship |
| spelling | doaj.art-21e7901cf3604c469efba9cf4aeff5182022-12-21T23:20:50ZafrScriber Editorial SystemsKoers : Bulletin for Christian Scholarship0023-270X2304-85572013-11-0178310.4102/koers.v78i3.451Dealing with incidents of serious disciplinary problems amongst learners: A comparative study between South Africa and selected countriesCharl C. Wolhuter0Charles Russo1School of Education, North-West University, South AfricaFaculty of Education Sciences, North-West University, Mafikeng Campus, South Africa; School of Education and Allied Professions, University of Dayton, United States of AmericaTeachers in South African schools battle with problems in learner discipline. Research indicates that teachers are at a loss as to handling these situations. The aim of this article is to survey incidents of serious learner misconduct in a representative selection of education systems abroad to extract any guidelines that might be applicable to South African schools. Eight education systems were surveyed: Brazil, England, Turkey, Singapore, Malaysia, China, Australia and New Zealand. The international systems surveyed in this article developed promising models, namely the National Safe Schools Framework (NSSF) in Australia, the Response Early Intervention and Assessment Community Health (REACH) programme in Singapore, the National Education Plan in the state of São Paolo, Brazil, and the two models in the category of positive disciplinary approaches in New Zealand, namely the Respectful Schools: Restorative Practices in Education and the New Zealand Minister of Education’s Positive Behaviour for [a] Learning Action Plan. A study of these international practices and underlying principles for dealing with discipline in pedagogical situations (Christian or secular) could provide guidelines for South African teachers and education authorities.https://www.koersjournal.org.za/index.php/koers/article/view/451Due ProcessMisconduct |
| spellingShingle | Charl C. Wolhuter Charles Russo Dealing with incidents of serious disciplinary problems amongst learners: A comparative study between South Africa and selected countries Koers : Bulletin for Christian Scholarship Due Process Misconduct |
| title | Dealing with incidents of serious disciplinary problems amongst learners: A comparative study between South Africa and selected countries |
| title_full | Dealing with incidents of serious disciplinary problems amongst learners: A comparative study between South Africa and selected countries |
| title_fullStr | Dealing with incidents of serious disciplinary problems amongst learners: A comparative study between South Africa and selected countries |
| title_full_unstemmed | Dealing with incidents of serious disciplinary problems amongst learners: A comparative study between South Africa and selected countries |
| title_short | Dealing with incidents of serious disciplinary problems amongst learners: A comparative study between South Africa and selected countries |
| title_sort | dealing with incidents of serious disciplinary problems amongst learners a comparative study between south africa and selected countries |
| topic | Due Process Misconduct |
| url | https://www.koersjournal.org.za/index.php/koers/article/view/451 |
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