Discipline, Development and Pedagogy: A Case Study on the Structuring of School and Classroom Rules in Various Educational Contexts.
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| Title: | Discipline, Development and Pedagogy: A Case Study on the Structuring of School and Classroom Rules in Various Educational Contexts. |
|---|---|
| Authors: | Tunçer Günay, Emine1 (AUTHOR) tuncergunayemine@gmail.com, Doğan, Soner1 (AUTHOR) |
| Source: | Preventing School Failure. 2026, Vol. 70 Issue 3, p167-175. 9p. |
| Subject Terms: | *School rules & regulations, *Student development, *Social emotional learning, *Self-efficacy in students, *Teaching methods, *Classroom management, *Teacher attitudes, Procedural justice |
| Geographic Terms: | Türkiye |
| Abstract: | This study investigates how experienced teachers and school administrators across various educational levels in Türkiye perceive school and classroom rules, focusing on their role in fostering safe, structured, and developmentally appropriate learning environments. Using a qualitative case study approach, data were gathered from 30 teachers and 9 school administrators through semi-structured interviews. Findings show that rules are not solely disciplinary but serve as pedagogical tools fostering responsibility, social cohesion, and academic engagement. Notably, the perceived importance and consistency of rules decrease in higher educational levels, reflecting adolescents' increased desire for autonomy and resistance to authority. Participants highlighted the need for positively framed observable behavior-oriented rules and stressed student involvement in rule-setting processes. Drawing on theories of social-emotional learning, procedural justice, and moral development, the study underscores the importance of tailoring rule systems to students' developmental stages. A developmental rule matrix was developed, mapping behavioral expectations across school levels to relevant theoretical frameworks. The study concludes that rule effectiveness is strengthened through democratic participation, developmental sensitivity, and transparent implementation. Implications are offered for educators and policymakers aiming to create inclusive and supportive school environments that balance academic rigor with social-emotional development. [ABSTRACT FROM AUTHOR] |
| Copyright of Preventing School Failure is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194937779 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Discipline, Development and Pedagogy: A Case Study on the Structuring of School and Classroom Rules in Various Educational Contexts. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Tunçer+Günay%2C+Emine%22">Tunçer Günay, Emine</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> tuncergunayemine@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Doğan%2C+Soner%22">Doğan, Soner</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Preventing+School+Failure%22">Preventing School Failure</searchLink>. 2026, Vol. 70 Issue 3, p167-175. 9p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22School+rules+%26+regulations%22">School rules & regulations</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+development%22">Student development</searchLink><br />*<searchLink fieldCode="DE" term="%22Social+emotional+learning%22">Social emotional learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-efficacy+in+students%22">Self-efficacy in students</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+management%22">Classroom management</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Procedural+justice%22">Procedural justice</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Türkiye%22">Türkiye</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study investigates how experienced teachers and school administrators across various educational levels in Türkiye perceive school and classroom rules, focusing on their role in fostering safe, structured, and developmentally appropriate learning environments. Using a qualitative case study approach, data were gathered from 30 teachers and 9 school administrators through semi-structured interviews. Findings show that rules are not solely disciplinary but serve as pedagogical tools fostering responsibility, social cohesion, and academic engagement. Notably, the perceived importance and consistency of rules decrease in higher educational levels, reflecting adolescents' increased desire for autonomy and resistance to authority. Participants highlighted the need for positively framed observable behavior-oriented rules and stressed student involvement in rule-setting processes. Drawing on theories of social-emotional learning, procedural justice, and moral development, the study underscores the importance of tailoring rule systems to students' developmental stages. A developmental rule matrix was developed, mapping behavioral expectations across school levels to relevant theoretical frameworks. The study concludes that rule effectiveness is strengthened through democratic participation, developmental sensitivity, and transparent implementation. Implications are offered for educators and policymakers aiming to create inclusive and supportive school environments that balance academic rigor with social-emotional development. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Preventing School Failure is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194937779 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/1045988X.2026.2648288 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 167 Subjects: – SubjectFull: School rules & regulations Type: general – SubjectFull: Student development Type: general – SubjectFull: Social emotional learning Type: general – SubjectFull: Self-efficacy in students Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Classroom management Type: general – SubjectFull: Teacher attitudes Type: general – SubjectFull: Procedural justice Type: general – SubjectFull: Türkiye Type: general Titles: – TitleFull: Discipline, Development and Pedagogy: A Case Study on the Structuring of School and Classroom Rules in Various Educational Contexts. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Tunçer Günay, Emine – PersonEntity: Name: NameFull: Doğan, Soner IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1045988X Numbering: – Type: volume Value: 70 – Type: issue Value: 3 Titles: – TitleFull: Preventing School Failure Type: main |
| ResultId | 1 |
