School Punishment in the US and England: Divergent Frames and Responses
School Punishment in the US and England: Divergent Frames and Responses
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美国和英国的学校惩罚：不同的框架和回应
DOI：
10.1177/1473225414540556
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发表时间：
2015
期刊：
影响因子：
1.4
通讯作者：
Thomas J. Mowen
中科院分区：
文献类型：
--
作者：
A. Kupchik;David A. Green;Thomas J. Mowen
为了更好地理解当代学校惩罚实践的根源，本研究比较了美国和英国学校惩罚和安全的政策话语和实践。美国的政策话语主要是惩罚性的，严厉的惩罚策略受到青睐，政策制定者在课堂之外拥有集中的决策权。相比之下，英语政策话语和对学生不当行为的政策反应更多地关注减少社会排斥，改善学生行为，并将规则执行的控制权归还给教师。然而，尽管有这些实质性的差异，停学和开除率在美国和英国是相当相似的。几个假设来解释这些发现提供。
In an effort to better understand the roots of contemporary school punishment practices, this study compares policy discourse and practice of school punishment and security in the United States and England. American policy discourse is predominantly punitive, harsh punishment strategies are favored, and policy makers have centralized decision-making power outside of the classroom. Contrastingly, English policy discourse about and policy responses to student misbehaviour focus more on reducing social exclusion, improving student behaviour, and returning the locus of control over rule enforcement to teachers. However, despite these substantial differences, suspension and expulsion rates are fairly similar in the US and England. Several hypotheses to explain these findings are offered.