Reprimandable offences: defining employee misbehaviour for investigations of employer disciplinary practices

Even with the abundance of misbehaviour definitions existing in the literature, there still appears to be a void when it comes to describing employee misbehaviours that are judged by the employer to be unsuitable and deserving some form of disciplinary response. This article considers current definitions of misbehaviour with a view to framing a definition for reprimandable offences: a concept suitable for examining misbehaviour from an employer's disciplinary viewpoint

The Role of Occupational Therapy in School Disciplinary Practices

The capstone project discusses disproportionate rates of disciplinary practices utilized in public education and examines the negative impact current disciplinary practices have on adolescent well-being, school climate, student engagement, and student outcomes. Public schools across the United States are utilizing exclusionary disciplinary practices wherein the consequence often is more extreme than necessary, influencing continued student misconduct, failing to address trauma and deficits in social-emotional skills, and limiting academic performance and participation for all students. The purpose of this project is to inform occupational therapy practitioners of their potential roles in addressing school disciplinary practices to better support students in promoting positive behavior in the classroom, preventing misconduct, establishing appropriate social-emotional skills, and enhancing academic participation through a holistic and strengths-based approach. The capstone project was divided into phases including the data gathering phase, the writing phase, the peer review phase, and the revising phase. The product of the capstone project is a concept paper for occupational therapy practitioners of the roles in which they may become involved in addressing school disciplinary practices. Occupational therapy practitioners are an asset to schools in improving disciplinary practices that foster active participation in their educational community and promote more effective school performance of the child. The capstone project urges school-based occupational therapy practitioners to consider their available role in addressing disciplinary practices to better enable the engagement of all children in public education.https://soar.usa.edu/otdcapstonesfall2020/1010/thumbnail.jp

Appalachian Mothers Values and Disciplinary Practices

The purpose of this study was to compare the values of a group of lower-class Appalachian mothers for their boys and for their girls. Punishment practices for boys and for girls were also compared. The child’s report of punishment was compared with the mother’s. It was hypothesized that there would be no difference between the boys’ mothers and the girls’ mothers in their choice of values for their children on a questionnaire using a list of values adopted from Kohn. It was also hypothesized that there would be no difference between the proportion of boys agreeing with their mothers and the proportion of girls agreeing with their mothers as to frequency of punishment. The subjects of this study were 37 mothers and their children—20 boys and 17 girls. They were selected from a regional study of the Appalachian area which was begun in 1969 when the children were in the fifth grade. At the time of this study the children were seventh and eighth-grade students in two schools in Union County, Tennessee. All were from low-income homes. The mothers responded to a questionnaire administered by an interviewer in their homes. The list of 16 values parents have for children was adapted from Kohn’s list of values. Mothers were to indicate the three values they would most desire for a child the age of their child. They were also asked to tell the reason for which they most often punished their child, the type of punishment used, and how often they punished. The children filled out questionnaires at school giving the reason for which they were most often punished, how they were punished, and how often. Since the sample was small, Fisher’s exact probability test was used to test for a significant difference between the number of boys’ mothers and the number of girls’ mothers choosing each value. None of the differences reached significance at the .05 level. The hypothesis of no difference between the boys’ mothers and the girls’ mothers in choice of values failed to be rejected. To test the hypothesis that there would be no change of values over a two-year period, questionnaires from 1969 were compared with those from 1971. The binomial test for two related samples was used to check for significance of change for each value. One value, “is dependable,” was found to reach significance at the .05 level. None of the other value changes reached significance. The hypothesis of no significant change in mothers’ values over a two-year period was rejected. Fisher’s exact test was used to test for a difference between the proportion of boys agreeing with their mothers and the proportion of girls agreeing with their mothers as to frequency of punishment. No significant difference was found. The hypothesis of no difference between the proportion of boys agreeing with their mothers and the proportion of girls agreeing with their mothers concerning frequency of punishment failed to be rejected

Predictors of parents’ physical disciplinary practices

Objective: This study examined how childhood history of discipline (1) related to ratings of how severe and typical punishments were; and (2) predicted parents’ use of discipline techniques. The influence of child culpability on these ratings was also investigated. Method: Ninety-nine New Zealand parents rated 12 physical discipline scenarios varying in discipline severity and perceived child culpability. Parents judged how severe and typical they considered the disciplines depicted in the scenarios and reported on how often they had experienced such discipline as children and how often they had used them with their own children. Results: When the child was perceived to be at fault, parents rated the discipline depicted as less severe, considered the technique more typical, reported they had been similarly disciplined more frequently, and applied such discipline to their child more frequently. Childhood history of a discipline was related to the parent’s use of that method, and the parents judged techniques they used with their own children as less severe and more typical of methods of discipline. History of discipline and severity judgments were the best predictors of parents’ disciplinary practices. Conclusions: Although the findings support the cycle of violence theory, more complex potential pathways to abusive parenting, including the variables in this study, are proposed

Disciplinary Practices in the Elementary School Setting

With an ever growing understanding that American Public School Systems are not successfully serving the needs of their students the amount of research on education, discipline, racial disparity, and student achievement is vast. However, the amount of literature that contextualizes the experiences of students, teachers, and school staff remains limited. In my study, I focus on the local reality of Pharos Elementary School, a high-poverty school in Hartford, CT. My study examines how misbehavior is defined in the school context, what form of discipline practices are used, and what effect that has on school climate. I used a mixed method approach, conducting five formal interviews, 20 hours of field observation, and analysis of school discipline data-bases. I found that there is an over-reliance of exclusionary discipline for ambiguously defined reasons such as misbehavior and disrespect . The findings also suggest larger trends in an overemphasis of discipline in high-poverty, racial minority schools. Understanding the experiences of the people represented in my study highlights the flaws in the current system as well as offers realistic recommendations for improvement

Teachers\u27 Perspectives of Restorative Disciplinary Practices

In this phenomenological qualitative study, the perceptions of middle school teachers regarding the implementation of restorative practices with their students with disabilities were examined. Exclusionary suspensions have been overwhelmingly employed to handle student discipline, and students with disabilities experience these harsh punishments at higher rates than their general education peers. However, an increasing number of school districts have started to utilize alternative therapeutic methods, such as restorative practices, to handle conflict and build relationships. The researcher’s goal was to understand better the lived experiences of teachers when implementing these practices and understand the challenges they faced while building connections with their students with disabilities. A transcendental phenomenological method was utilized to collect and analyze data from semistructured interviews. The researcher identified barriers to successful implementation and created recommendations for schools looking to introduce restorative practices

The interactional work of configuring a mathematical object in a technology-enabled embodied learning environment

We present a detailed account of interactional mechanisms that support participation in STEM disciplinary practices as an adult and a child explore a technology-enabled embodied learning environment for mathematics. Drawing on ethnomethodological studies of technologyrich workplaces, we trace the process of transforming a vague reference into a mutually available mathematical object: a covariant variable. Our analysis reveals that this mathematical object is an interactional achievement, configured via a reciprocal process of instructing one another's attention. In particular, we demonstrate how participants' explicit responsiveness to indexical and multimodal resources achieves this object

A History and Explanation of Montana Disciplinary Practices

A History and Explanation of Montana Disciplinary Practice

Ethics and the Evolving Deployments of Disciplinary Practices: A Foucauldian Analysis of the Glamorization of Bodies

The paper discusses how individuals are constituted by disciplinary practices as presented in Michel Foucault’s two major works: Discipline and Punish and The History of Sexuality, Volume 1: An Introduction. The workings of power-knowledge gave rise to the penal apparatus and deployments of sexuality, which affected entire populations. But even as these disciplinary practices evolve and become seemingly more humane and liberating, they continue to produce docile and normalized subjects. One particular example of this process, discussed here in detail, is the transition from the figure of the hysterical woman to the modern glamorous (beautiful) woman. Such a transition extends Foucault’s ideas to show the immense variety of disciplinary practices. The last section explores a Foucauldian conception of ethics that seeks to reclaim the autonomy of subjects through self-creation.Keywords Disciplinarity, governmentality, sexuality, subjectivity,ethics, askēsi