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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 Discipline and Achievement in Israel

School Discipline and Achievement in Israel

Chapter:
(p.104) CHAPTER THREE School Discipline and Achievement in Israel
Source:
Improving Learning Environments
Author(s):

Yossi Shavit

Carmel Blank

Publisher:
Stanford University Press
DOI:10.11126/stanford/9780804778039.003.0004

This chapter shows a strong, significant association between a school's disciplinary climate and student achievement in Israel. Test scores are negatively associated with principals' reports of students' engagement and teachers' reports of classroom discipline. Reports of violence among students, and by students against teachers, have been common recently in the Israeli media. Israeli students receive mixed messages about obedience and deference. At school, Israeli students receive grades for their behavior in the same report as the one with their grades for core academic subjects, and can be expelled if they fail to maintain satisfactory behavior grades. On the other hand, Israelis idealize sabra youth culture, which values defiant, rebellious, independent, and daring behavior.

Keywords:   school's disciplinary climate, Israel school discipline, student achievement, student violence, sabra youth culture

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