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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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PRINTED FROM STANFORD SCHOLARSHIP ONLINE (www.stanford.universitypressscholarship.com). (c) Copyright Stanford University Press, 2019. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in SSO for personal use.date: 14 October 2019

School Discipline, Student Achievement, and Social Inequality

School Discipline, Student Achievement, and Social Inequality

Chapter:
(p.1) INTRODUCTION School Discipline, Student Achievement, and Social Inequality
Source:
Improving Learning Environments
Author(s):

Richard Arum

Karly Ford

Melissa Velez

Publisher:
Stanford University Press
DOI:10.11126/stanford/9780804778039.003.0001

This chapter introduces the main themes of the book, and provides a background on the research framework and comparative methodology of the studies. The book provides a systematic comparative cross-national study of school disciplinary climates and aspires to contribute to academic knowledge, public understanding, and educational policy formation. Research teams in nine countries address the overarching research questions using a common theoretical and methodological framework, which allows comparison across countries. The authors of the country chapters begin their exploration of school discipline by providing a detailed description of four institutional dimensions of school disciplinary context theorized to have important implications for structuring student behavioral climates. The chapter also describes the measurement of variables such as cognitive performance, student characteristics, school and community characteristics, and school disciplinary climate.

Keywords:   school disciplinary climate, cognitive performance, school discipline, academic knowledge

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