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Improving Learning EnvironmentsSchool Discipline and Student Achievement in Comparative Perspective$
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Richard Arum and Melissa Velez

Print publication date: 2012

Print ISBN-13: 9780804778039

Published to Stanford Scholarship Online: June 2013

DOI: 10.11126/stanford/9780804778039.001.0001

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School Disciplinary Climate and Consequences for Student Achievement in South Korea

School Disciplinary Climate and Consequences for Student Achievement in South Korea

Chapter:
(p.251) CHAPTER EIGHT School Disciplinary Climate and Consequences for Student Achievement in South Korea
Source:
Improving Learning Environments
Author(s):

Hyunjoon Park

Publisher:
Stanford University Press
DOI:10.11126/stanford/9780804778039.003.0009

This chapter shows South Korea's high levels of student academic performance and relatively orderly school disciplinary climates. The orderly disciplinary climates in Korean schools are often attributed to the standardized educational system, the ethnically and linguistically homogeneous population, and the society's cultural emphasis on discipline, hard work, and respect for adult authority. The discussion shows that schools with a greater number of student victimization incidents demonstrate worse average test scores than their counterparts, even after taking into account other school- and student-level characteristics.

Keywords:   South Korean schools, orderly schools, standardized educational system, school discipline, adult authority

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