The Impact of Positive Discipline as a Classroom Management Approach on Students' Well-being and Academic Achievement: A Case Study in an International School in Cairo
Keywords:
Classroom management - Positive Discipline - Student's Wellbeing - Academic Achievement
Abstract
This research is designed to identify the scope of positive discipline implementation as a classroom management approach in Groupe Scholaire Oasis (an international School in Cairo City) through investigating PD's impact on students’ well-being, and academic achievement. Researchers used a quantitative method through questionnaires applied on samples of students from two different age groups. Data analysis indicated that Positive Discipline approach as a Classroom Management Approach has a significant impact on students’ well-being and academic achievement after six years of implementation. This significant impact is on students of different grades (3- 5 age group and 6 – 9 age group). On the other hand, PD’s impact on students’ well-being and academic achievement differ according to age. The results showed that 3- 5 grades group was superior to the 3 – 6 grades group with regard to: PD Seven Abilities, Student: Well-Being, and Approach to Learning (ATL) Skills.
Downloads
Download data is not yet available.
Metrics
Metrics Loading ...
References
1. Alwan, S. A. ( 2018, June). Mechanisms foMechanisms for empowering teachers in the Arab Republic of Egypt in light of the experiences of some countries. Journal of Comparative and International Education(9), 277 – 393.
2. Assali, M. A. (2015). Positive Discipline Strategy Implementation Guidelines. Positive Discipline Strategy Implementation Guidelines. Baghdad, Iraq: Consultation Workshop Alrasheed Hotel- Baghdad, 19 & 20 December 2015.
3. Australian Catholic University and Erebus International. (2008). Scoping Study into Approaches to Student Wellbeing. Sydney: Australian Catholic University and Erebus International.
4. Chandra, R. (2015). Classroom Management for Effective Teaching. International Journal of Education and Psychological Research (IJEPR), 4(4), 13 – 15.
5. Durrant, J. E. (2010). Positive Discipline in Everyday Teaching: Guidelines for Educators. Sweden: Save the Children.
6. Economic and Social Research Council. (2014). The wellbeing effect of education, evidence briefing,. UK: Economic and Social Research Council.
7. Evans, I. M., Harvey, S. T., Buckley, L., & Yan, E. (2009). Differentiating classroom climate concepts: Academic, management, and emotional environments. Kōtuitui: New Zealand Journal of Social Sciences Online, 4(2), 131 –146. Retrieved from https://doi.org/10.1080/1177083X.2009.9522449
8. Evertson, C. M., & Weinstein, C. S. (2006). Handbook of Classroom Management: Research, Practice, and Contemporary Issues. Mahwah: Lawrence Erlbaum Associates Publishers.
9. Frank, C. L., Christman, J. T., Baldwin, J. L., & Richards, S. B. (2018). Managing classrooms and student behavior: A Response to Intervention Approach for Educators. Routledge.
10. Glenn, S., & Nelsen, J. (n.d.). The Significant Seven. Retrieved July 15, 2021, from Positive Discipline Association: https://www.positivediscipline.com/articles/significant-seven
11. International Baccalaureate Organization. (2020). Approaches to Learning. Geneva, Switzerland: International Baccalaureate Organization. Retrieved from https://ibo.org/contentassets/901d3baf4a104aea8aaff44364b001e0/approaches-to-learning-claremont-en.pdf
12. Jones, F. H., Jones, P., & Jones, J. L. (2000). Tools for teaching : discipline, instruction, motivation. California: Santa Cruz, Calif. : F.H. Jones & Associates.
13. Korpershoek, H., Harms, T., Boer, H. d., & Kuijk, M. v. (2014). Effective classroom management strategies and classroom management programs for educational practice. RUG/GION Publisher.
14. Larson, K. E., Bradshaw, C. P., Rosenberg, M. S., & Day-Vines, N. L. (2018). Examining how proactive management and culturally responsive teaching relate to Student Behavior:. School Psychology Review, 47(2), 153–166. doi:10.17105/SPR-2017-0070.V47-2
15. Ministry of Eduation and Technical Education. (2015). Ministerial Resolution No. 179:The School Discipline Regulation . Cairo, Egypt: Ministry of Eduation and Technical Education.
16. Naker, D., & Sekitoleko, D. (2009). Positive Discipline: Creating a Good School without Corporal Punishment. Uganda: Raising Voices.
17. Patricia, K. (2004). Classroom Management: Supportive Strategies. National Association of School Psychologists, 115 – 118.
18. Popescu, T. (2014). Classroom Management Strategies and techniques: A perspectiveof English teacher trainee. Journal of Linguistic and Intercultural Education, 143 – 160. Retrieved from file:///C:/Users/RAMA2/Downloads/10Popescu_Teodora%20(4).pdf
19. Prevention First Center . (2014). Classroom Management Strategies Resource Guide. Retrieved from Prevention First Center : www.prevention.org
20. Ren, H., & Ma, C. (2017). Research on the Application of Positive Discipline for 3-6-year-old Learners in English Learning Classroom. Proceedings of the 2016 2nd International Conference on Education, Social Science, Management and Sports (ICESSMS 2016). Atlantis Press. doi:https://doi.org/10.2991/icessms-16.2017.27
21. Schleicher, A. (2012). Preparing Teachers and Developing School Leaders for the 21st Century: Lessons from around the World. OECD. Retrieved from https://www.oecd.org/site/eduistp2012/49850576.pdf
22. Steinmayr, R., Meißner, A., & Anne F. Weidinger, L. W. (2020, August 5). Academic Achievement. Retrieved from Oxford Bibliographies : https://www.oxfordbibliographies.com/view/document/obo-9780199756810/obo-9780199756810-0108.xml
23. The Centre for Justice and Crime Prevention. (2012). Positive Discipline and Classroom Management. Cape Town: Centre for Justice and Crime Prevention and the Department of Basic Education, Pretoria.
24. Tulyakul, S. (2019). Classroom management strategies and teaching motivation among physical education teachers in primary school. African Educational Research Journal, 7(4), 212 – 219. doi:10.30918/AERJ.74.19.050
25. Turney, V. L. (2018). Using Positive Discipline to Connect Students with an Emotional Disturbance to Their School. Using Positive Discipline to Connect Students with an Emotional Disturbance to Their School. California: thesis submitted in partial fulfillment of the requirements for the degree of Educational Specialist, School Psychology in the College of Science and Mathematics California State University, Fresno.
2. Assali, M. A. (2015). Positive Discipline Strategy Implementation Guidelines. Positive Discipline Strategy Implementation Guidelines. Baghdad, Iraq: Consultation Workshop Alrasheed Hotel- Baghdad, 19 & 20 December 2015.
3. Australian Catholic University and Erebus International. (2008). Scoping Study into Approaches to Student Wellbeing. Sydney: Australian Catholic University and Erebus International.
4. Chandra, R. (2015). Classroom Management for Effective Teaching. International Journal of Education and Psychological Research (IJEPR), 4(4), 13 – 15.
5. Durrant, J. E. (2010). Positive Discipline in Everyday Teaching: Guidelines for Educators. Sweden: Save the Children.
6. Economic and Social Research Council. (2014). The wellbeing effect of education, evidence briefing,. UK: Economic and Social Research Council.
7. Evans, I. M., Harvey, S. T., Buckley, L., & Yan, E. (2009). Differentiating classroom climate concepts: Academic, management, and emotional environments. Kōtuitui: New Zealand Journal of Social Sciences Online, 4(2), 131 –146. Retrieved from https://doi.org/10.1080/1177083X.2009.9522449
8. Evertson, C. M., & Weinstein, C. S. (2006). Handbook of Classroom Management: Research, Practice, and Contemporary Issues. Mahwah: Lawrence Erlbaum Associates Publishers.
9. Frank, C. L., Christman, J. T., Baldwin, J. L., & Richards, S. B. (2018). Managing classrooms and student behavior: A Response to Intervention Approach for Educators. Routledge.
10. Glenn, S., & Nelsen, J. (n.d.). The Significant Seven. Retrieved July 15, 2021, from Positive Discipline Association: https://www.positivediscipline.com/articles/significant-seven
11. International Baccalaureate Organization. (2020). Approaches to Learning. Geneva, Switzerland: International Baccalaureate Organization. Retrieved from https://ibo.org/contentassets/901d3baf4a104aea8aaff44364b001e0/approaches-to-learning-claremont-en.pdf
12. Jones, F. H., Jones, P., & Jones, J. L. (2000). Tools for teaching : discipline, instruction, motivation. California: Santa Cruz, Calif. : F.H. Jones & Associates.
13. Korpershoek, H., Harms, T., Boer, H. d., & Kuijk, M. v. (2014). Effective classroom management strategies and classroom management programs for educational practice. RUG/GION Publisher.
14. Larson, K. E., Bradshaw, C. P., Rosenberg, M. S., & Day-Vines, N. L. (2018). Examining how proactive management and culturally responsive teaching relate to Student Behavior:. School Psychology Review, 47(2), 153–166. doi:10.17105/SPR-2017-0070.V47-2
15. Ministry of Eduation and Technical Education. (2015). Ministerial Resolution No. 179:The School Discipline Regulation . Cairo, Egypt: Ministry of Eduation and Technical Education.
16. Naker, D., & Sekitoleko, D. (2009). Positive Discipline: Creating a Good School without Corporal Punishment. Uganda: Raising Voices.
17. Patricia, K. (2004). Classroom Management: Supportive Strategies. National Association of School Psychologists, 115 – 118.
18. Popescu, T. (2014). Classroom Management Strategies and techniques: A perspectiveof English teacher trainee. Journal of Linguistic and Intercultural Education, 143 – 160. Retrieved from file:///C:/Users/RAMA2/Downloads/10Popescu_Teodora%20(4).pdf
19. Prevention First Center . (2014). Classroom Management Strategies Resource Guide. Retrieved from Prevention First Center : www.prevention.org
20. Ren, H., & Ma, C. (2017). Research on the Application of Positive Discipline for 3-6-year-old Learners in English Learning Classroom. Proceedings of the 2016 2nd International Conference on Education, Social Science, Management and Sports (ICESSMS 2016). Atlantis Press. doi:https://doi.org/10.2991/icessms-16.2017.27
21. Schleicher, A. (2012). Preparing Teachers and Developing School Leaders for the 21st Century: Lessons from around the World. OECD. Retrieved from https://www.oecd.org/site/eduistp2012/49850576.pdf
22. Steinmayr, R., Meißner, A., & Anne F. Weidinger, L. W. (2020, August 5). Academic Achievement. Retrieved from Oxford Bibliographies : https://www.oxfordbibliographies.com/view/document/obo-9780199756810/obo-9780199756810-0108.xml
23. The Centre for Justice and Crime Prevention. (2012). Positive Discipline and Classroom Management. Cape Town: Centre for Justice and Crime Prevention and the Department of Basic Education, Pretoria.
24. Tulyakul, S. (2019). Classroom management strategies and teaching motivation among physical education teachers in primary school. African Educational Research Journal, 7(4), 212 – 219. doi:10.30918/AERJ.74.19.050
25. Turney, V. L. (2018). Using Positive Discipline to Connect Students with an Emotional Disturbance to Their School. Using Positive Discipline to Connect Students with an Emotional Disturbance to Their School. California: thesis submitted in partial fulfillment of the requirements for the degree of Educational Specialist, School Psychology in the College of Science and Mathematics California State University, Fresno.
Published
2023-05-08
How to Cite
Mahmoud Elkadi, E. A. F., & Sharaf, R. S. (2023). The Impact of Positive Discipline as a Classroom Management Approach on Students’ Well-being and Academic Achievement: A Case Study in an International School in Cairo. European Scientific Journal, ESJ, 17, 57. Retrieved from https://eujournal.org/index.php/esj/article/view/16741
Section
ESI Preprints
Copyright (c) 2023 Enas Ahmed Fathi Mahmoud Elkadi, Rasha Saad Sharaf
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
.jpg)
