Cultural values crisis, and teachers’ discipline attitudes styles

Author(s):

Salvador Peiró-i-Gregòri

Conference:

ECER 2010

Network:

11. Educational Effectiveness and Quality Assurance

Format:

Paper

Session Information

11 SES 05 B, Transcultural Values and Approaches for Quality of Education

Paper Session

Time:

2010-08-26

08:30-10:00

Room:

U40 SALI 11, Metsätalo

Chair:

Antonio Medina

Contribution

School climate has similarities with the peaceful-coexistence and both aspects are conditioning classroom’s teaching-learning culture. So, this is not just individual, it is primarily social (Ajzen & Fishbein, 1980), issues than for the malaise of social and institutional culture (Esteve, 2005), demographics, multiculturalism and immigration, inadequate teaching styles, etc. (Purkey, 1986). Thus, the expressive dimension of school culture is often contrasted with the rules in broad aspects (Shipman, 1973). This is verified by values, as the author stated in EERA (2003 & 2007), and for European Teachers Association (ATEE 2006). This is not just for our cultural context (Lewis & others, 2007). But the school problem is not so much of violence as discipline (Debarbieux, 1999), so the approach is global (UNESCO, 1999). So if the problem is to establish the convergence of norms and values rather than technical (Uhl, 1997), we must approach it from the teaching styles (Grasha, 2008; Tomal, 1998; Wolfgang, 2008), because its depend of each teacher philosophy (Zinn, 1990). This empirical study examines the impact of models of teaching and its similarities with the other, and its effects on school climate.

Method

The author has developed the theoretical premises by analytical way: studying documents, books, articles, etc. He also had integrate previous empirical studies, already submitted to EERA’s previous events. To study the state of the question, that defined by the documents, he has compiled a questionnaire. With this questionaire has been empirically analyzed the reality of the province of Alicante (Spain). Calculations were made with 95%confidence, comparing averages, styles and correlate these with misbehaviours, factorial analysis is made, and calculate the "t" (of Student) to verify the reliability of the calculations. It ends with a reasoning as an argument. And the conclusions are a synthetic pathway.

Expected Outcomes

Due to the cultural crisis is morest outstanding by values than economic, coupled with greater demand for democracy, the impact of multiculturalism, and so on, are mixing with antisocial attitudes of people-students and teachers as well, all these cause an unbalanced normative and an expressive dimension of school values culture, so the educational climate becomes problematic (EERA, 2003). The integration of values, pedagogic skills and alive values can be made in the teacher’s style of disciplining. The empirical study has more opportunity to be in the nursery and primary cycles, which we take very provisional these results. This was reaffirmed by the findings of "t" (of Student). The practice of teachers is done more with the negociator and backer models. Those both show a estimable correlation, so we infer they are not applied separately, aspect confirmed by factorial analysis of the variables, that is quite positive. The correlation of styles and situations of indiscipline and violence brought us such styles as the best. Verifying the best style to avoid the scholars indiscipline and violence is the negotiator. Inside this environment they must locate a wide spectrum of human habits that must refer to other so many of citizenship.

References

AJZEN, I. & Fishbein, M. (1980) Understanding attitudes and predicting social behaviour. Englewood Cliffs, NJ, Prentice Hall. ATEE (2006) The Quality of Teachers. October CERVELLÓ, E. y otros (2004) "Goal Orientations, Motivational Climate, ... in Perceptual and Motor Skills, n.º 99, pp. 271-283. DOYLE, W. (1986) "Classroom Organisation and Management", ... ECCLES,J; B. Brown, J. Templeton, (2007) A Developmental Framework for Selecting Indicators of Well-Being During the Adolescent and Young Adult Years: Chapter 7. GRASHA, A. F. (2008) Teaching Styles and Instructional Uses of the World Wide Web. 2000 North Seventh Street, Terre Haute, Indiana. HATIVA, N. (2000) Becoming a better teacher… Instructional science: an international journal of learning and cognition; vol. 28, nº 5-6. Dordrech, Holanda. LEWIS, R. & others (2007) Students’ reaction to classroom discipline in Australia, Israel, and China. McGEE, P. and Diaz, V. (2006) Teaching Styles and Technology Adoption. What Do Faculty Do with Technology, Anyway? Preparing for Tomorrow's Technology with Pedagogical Efficacy. Pre-Conference workshop for EDUCAUSE 2006, Dallas, Texas. TOMAL, D. R. (1998) A five-styles Teacher discipline model. Annual Meeting of the Midwestern Educational Research Association. Chicago, Illinois. UHL, S (1997) Los medios de educación moral y su eficacia. Barcelona, Herder. WOLFGANG, C. H. & Glickman, C. D. (2008) Solving discipline problems: strategies for classroom teachers. Masashusets, Allyn & Bacon.

Author Information

Salvador Peiró-i-Gregòri

UNIVERSITY OF ALICANTE

DIDÁCTICA GENERAL Y DIDÁCTICAS ESPECIALES

OLIVA-Valencia

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