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Primary school student’s perceptions of school punishments

Selma Brdar (2017) Primary school student’s perceptions of school punishments. MSc thesis.

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    In the master's thesis I research the pupils perceptions of different forms of school punishment. Which forms of punishment did they experience, what are their perception of them and if they find them effective. In the first chapter in theoretical part I introduce the definition of discipline by various authors. In the second one I introduce types of discipline: preventative discipline and strategies that help teachers to eliminate inappropriate behaviour in class; I mention supportive discipline and devote a little more attention to corrective discipline, which is directed towards responding to inappropriate behaviour. In the third chapter I define inappropriate behaviour and present most common causes that are arising from families, school or pupil himself. Fourth and fifth chapters are focused on punishing and punishment. I also look into history of punishment and differences between discipline and punishment. Then I introduce forms of school punishments and looks into modern alternative educational measures, such as mediation and restitution. The effects and consequences of the punishment and which emotions pupils experience during the punishment are presented in the last part. In the empirical study I use the quantitative research approach. In the sample there are 106 pupils from 3rd grade of different elementary schools from Gorenjska. Data are processed using SPSS program and displayed using graphs or tables. Pupils are asked about the classroom rules and whether they helped formulate them and if they believe in the necessarity of the punishment for those who break the rules. My aims are to find out which forms of punishment teachers use and how often, how pupils evaluate the effectiveness of individual punishment and what emotions do they experience. I want to find out if there are differences according to sex, in relation to particular forms of punishment and emotions associated with it. The results have shown that pupils participate in the formulation of classroom rules. They know the classroom rules, think that rules are necessary and believe that punishment is necessary after inappropriate behaviour. They don't see reasons why the teacher punished them in the unpopularity or punishment without cause. The most common forms of punishment are complains, mediation and when teacher take the break from him. The most successful approach is conversation, then notice to parents. In their opinion the less effective punishments are ignoring, writing the names on the board and complains. Modern alternative educational measures are more accepted then classic ones, also having them experience more pleasant emotions than the classical forms of punishment. Difference according to sex was shown in the frequency of perceptions in some forms of punishment.

    Item Type: Thesis (MSc thesis)
    Keywords: discipline, punishment, inappropriate behaviour, restitution, mediation, emotions
    Number of Pages: 57
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    doc. dr. Marcela Batistič ZorecMentor
    dr. Mojca Peček-ČukComentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=11655497)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 4588
    Date Deposited: 18 Jul 2017 12:38
    Last Modified: 18 Jul 2017 12:38
    URI: http://pefprints.pef.uni-lj.si/id/eprint/4588

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