View in EDS

Providing for Student Voice in Classroom Management: Teachers' Views

Saved in:
Bibliographic Details
Title: Providing for Student Voice in Classroom Management: Teachers' Views
Language: English
Authors: Lewis, Ramon, Burman, Eva
Source: International Journal of Inclusive Education. Mar 2008 12(2):151-167.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2008
Document Type: Journal Articles
Reports - Descriptive
Education Level: Elementary Secondary Education
Descriptors: Foreign Countries, Classroom Techniques, Discipline, Theory Practice Relationship, School Administration, Student Attitudes, Moral Issues, Decision Making, Secondary School Teachers, Safety, Teacher Attitudes, Elementary School Teachers
Geographic Terms: Australia
DOI: 10.1080/13603110600790605
ISSN: 1360-3116
Abstract: Recent research indicates that teachers would prefer to allow for more student voice in classroom discipline decision-making than is currently the case. This paper identifies factors that teachers suggest inhibit them from implementing their ideas of best disciplinary practice. It also examines which classroom discipline issues teachers are willing to submit to student voice. Among the most important inhibitors of best disciplinary practice identified by almost 300 Australian secondary teachers were: too many things to do; classroom size and layout; and a lack of support from the school administration. When presented with 30 varying management issues, an independent group of approximately 250 primary and secondary teachers nominated classroom conventions (e.g. tidiness of the classroom) and issues related to teaching and learning (e.g. seating arrangements) as those that they were most prepared to negotiate with students. In contrast they would prefer to concentrate the power of decision-making in their own hands when managing issues pertaining to safety of students and moral issues such as racial and sexual discrimination. (Contains 6 tables.)
Abstractor: As Provided
Number of References: 60
Entry Date: 2008
Accession Number: EJ811409
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ811409
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Providing for Student Voice in Classroom Management: Teachers' Views
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Lewis%2C+Ramon%22">Lewis, Ramon</searchLink><br /><searchLink fieldCode="AR" term="%22Burman%2C+Eva%22">Burman, Eva</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Inclusive+Education%22"><i>International Journal of Inclusive Education</i></searchLink>. Mar 2008 12(2):151-167.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2008
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Descriptive
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Discipline%22">Discipline</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+Practice+Relationship%22">Theory Practice Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22School+Administration%22">School Administration</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Moral+Issues%22">Moral Issues</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Safety%22">Safety</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/13603110600790605
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1360-3116
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Recent research indicates that teachers would prefer to allow for more student voice in classroom discipline decision-making than is currently the case. This paper identifies factors that teachers suggest inhibit them from implementing their ideas of best disciplinary practice. It also examines which classroom discipline issues teachers are willing to submit to student voice. Among the most important inhibitors of best disciplinary practice identified by almost 300 Australian secondary teachers were: too many things to do; classroom size and layout; and a lack of support from the school administration. When presented with 30 varying management issues, an independent group of approximately 250 primary and secondary teachers nominated classroom conventions (e.g. tidiness of the classroom) and issues related to teaching and learning (e.g. seating arrangements) as those that they were most prepared to negotiate with students. In contrast they would prefer to concentrate the power of decision-making in their own hands when managing issues pertaining to safety of students and moral issues such as racial and sexual discrimination. (Contains 6 tables.)
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 60
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2008
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ811409
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ811409
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/13603110600790605
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 151
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Classroom Techniques
        Type: general
      – SubjectFull: Discipline
        Type: general
      – SubjectFull: Theory Practice Relationship
        Type: general
      – SubjectFull: School Administration
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Moral Issues
        Type: general
      – SubjectFull: Decision Making
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Safety
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Australia
        Type: general
    Titles:
      – TitleFull: Providing for Student Voice in Classroom Management: Teachers' Views
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Lewis, Ramon
      – PersonEntity:
          Name:
            NameFull: Burman, Eva
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Type: published
              Y: 2008
          Identifiers:
            – Type: issn-print
              Value: 1360-3116
          Numbering:
            – Type: volume
              Value: 12
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: International Journal of Inclusive Education
              Type: main
ResultId 1