What can schools do to foster student responsibility?

Duke, Daniel L.; Jones, Vernon

doi:10.1080/00405848509543187

Cited by 11 publications

(11 citation statements)

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“…Student responsibility is associated with their capacity for rational agency (Ericson and Ellett 1990, 4). Both personal capacity that consists of skills, knowledge and attributes, and external opportunities to exercise their capacity are essential for students to act responsibly (Bandura 1977, cited in Duke andJones 1985). As personal capacity as well as individual perceptions of responsibility vary among students, the extent to which they act responsibly also differs.…”

Section: Student Responsibilitymentioning

confidence: 98%

“…For example, Duke and Jones (1985, 277) define student responsibility as being related to 'the capacity and desire to (a) behave properly, without direct supervision, (b) try and correct one's own behaviour when it is improper, and (c) assist others in behaving properly'. This involves student responsibility not only for their learning but also for their engagement with class members and teachers to ensure an appropriate and conducive learning environment (Duke and Jones 1985). Echoing this perspective, Romi, Lewis, and Katz (2009) classify two forms of student responsibility: personal responsibility and communal responsibility.…”

Section: Student Responsibilitymentioning

confidence: 98%

“…Research on student responsibility tends to be framed within two primary dimensions: school discipline and academic learning (Duke and Jones 1985;Ericson and Ellett 1990;Romi, Lewis, and Katz 2009) and citizenship education (Whiteley 2005). The first perspective has resulted in support provision for fostering and enhancing student mobility around classroom discipline and learning.…”

Section: Student Responsibilitymentioning

confidence: 99%

“…The voices of international students in relation to their own responsibility as students and as sojourners in the host country have not yet accounted for in existing scholarship. Research on student responsibility concentrates exclusively on domestic students and is framed predominantly within the school context in relation to classroom discipline, learning and citizenship education (Duke and Jones 1985;Ericson and Ellett 1990;Lewis 2001;Romi, Lewis, and Katz 2009;Whiteley 2005). In practice, the extent to and the ways in which international students and involved parties including parents, teachers, host universities and host communities are responsible for the education, well-being and development of international students are rarely spelled out.…”

Section: Introductionmentioning

confidence: 99%

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‘Responsibility in mobility’: international students and social responsibility

Trần

2016

Globalisation, Societies and Education

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Enhancing the educational experience and social connectedness for international students is the responsibility of different involved parties among whom international students themselves and host institutions play a key role. However, the question of how the condition of crossborder mobility has shaped and re-shaped international students' responsibility towards the home and host country and other social relationships that have been formed via their mobility experiences is often neglected. This paper examines the social nature of international students' responsibility. It is derived from a research project funded by the Australian Research Council that includes fieldwork and semistructured interviews with 155 staff and international students from 25 institutions in Australia over 4 years. Using positioning theory as a conceptual framework, the study shows that it is important to take into account the tangible aspects of transnational mobility in understanding international student responsibility rather than merely locating their responsibility in simple cultural, personal or institutional parameters. The study suggests the important roles of host institutions and community in creating conducive conditions and opportunities for international students to exercise responsibility as social members and intercultural learners. Enhancing student social responsibility and capacity for enacting responsibility is essential for nurturing meaningful transnational citizenship. ARTICLE HISTORY

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Section: Student Responsibilitymentioning

confidence: 98%

Section: Student Responsibilitymentioning

confidence: 98%

Section: Student Responsibilitymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

‘Responsibility in mobility’: international students and social responsibility

Trần

2016

Globalisation, Societies and Education

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“…It is more possible that children accept and comply with rules that have themselves contributed to their establishment (Duke & Jones, 1985 As it concerns restoration practices aimed to school "discipline" problems, they should be separated according to problems' severity (Cotton, 1990, p. 4). In some cases, a teacher needs to quickly deal with any offensive or negative behavior, wherever it occurs, whoever the pupil is (Lordon, 1983, p. 59).…”

Section: Causes Of School Discipline Problemsmentioning

confidence: 99%

Teachers and School “Discipline” in Greece: A Case Study

Zachos¹,

Delaveridou²,

Gkontzou³

2016

Eur. j. soc. sci. educ. res.

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Abstract"Discipline" is a notion which is related to military and police organization and structures and thus it is possible to cause negative predisposition to a number of people. We use the term discipline in quotes, because we could not find a more suitable, in order to describe the body of measures, acts and incidents we deal in the research we present here. "Discipline" in classroom and in school is an issue which concerns educators, parents and guardians, as well as politicians in many countries. Policies and practices of "discipline" in schools are associated with social and political factors and events. Massive, formal, education as it is structured since it has been established, premises a specific framework in order to be operative. A number of rules and routines are necessary to apply if a school and a classroom want to achieve their cognitive, emotional, and social goals. In this paper, we present data of a research relating to the exploration of teachers' attitudes, beliefs and practices concerning issues of school "discipline" in Greek schools. Our research strategy is Case Study and its main technique is in-depth semi-structured interview. Our main findings display what teachers who participate in our research consider as causes of school discipline problems; how they relate these problems with wider social reality pupils face; how their positive and negative behaviors contribute to pupils behaviors; techniques they use to prevent and resolve "discipline" problems and how they evaluate their basic studies and retraining in order to manage their classrooms.

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Schools as a source of stress to children: An analysis of causal and ameliorative influences

Elias

1989

Journal of School Psychology

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What can schools do to foster student responsibility?

Cited by 11 publications

References 32 publications

‘Responsibility in mobility’: international students and social responsibility

‘Responsibility in mobility’: international students and social responsibility

Teachers and School “Discipline” in Greece: A Case Study

Schools as a source of stress to children: An analysis of causal and ameliorative influences

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