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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, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in SSO for personal use.date: 23 September 2021

Academic Performance and Expectations of Canadian Students

Academic Performance and Expectations of Canadian Students

(p.42) CHAPTER ONE Academic Performance and Expectations of Canadian Students
Improving Learning Environments

Andersen Robert

David Zarifa

Stanford University Press

This chapter describes the moderate association between school disciplinary climate and academic achievement in Canada. While the disciplinary climate of schools does play a role in predicting academic outcomes, the effect is less pronounced in Canada than in other countries. Canada's school disciplinary problems are moderate—mostly bullying and disorderly behavior and only rarely involving severe violence—therefore the weak relationship between academic performance and reports of school disciplinary climates are somewhat expected. In Ontario, school disciplinary climate has no apparent effect on student academic performance. In Quebec, teacher reports of classroom disruption are strongly related to student performance on academic measures.

Keywords:   school disciplinary climate, Canadian education, academic achievement, bullying, Quebec schools

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