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Woods Ruth (2008). « When rewards and sanctions fail: a case study of a primary school rule-breaker ». International Journal of Qualitative Studies in Education, vol. 21, n° 2, mars—avril, p. 181–196. 
Added by: Feyfant Annie (22 Apr 2010 16:29:30 Europe/Paris)   Last edited by: Agnès Cavet (04 Feb 2011 10:04:20 Europe/Paris)
Resource type: Journal Article
DOI: 10.1080/09518390701868979
BibTeX citation key: Woods2008a
Categories: General, Violences scolaires
Keywords: comportement, discipline Ă  l'Ă©cole, sanction
Creators: Woods
Collection: International Journal of Qualitative Studies in Education
Views: 2029/3394
Views index: 29%
Popularity index: 7.25%
Abstract     
"UK schools commonly employ a behavioral discipline method comprising rules, rewards awarded when children follow the rules and sanctions when children break them. To date, this
approach has had only limited success in halting classroom disruption (Render, Padilla and Krank, 1989; Riley & Rustique-Forrester, 2002; Gutherson & Pickard, 2006). This paper sought explanations for this limited success through a case study of a British primary school boy who persistently broke school rules. Participant observation, interviews and questionnaires were used to explore his perspective over a period of over two years. The data pinpoint three issues which were implicated in the boy’s antagonistic response to school discipline: emotions
(particularly anger), perceptions of fairness and trust, and the role of the peer group in providing alternative morals, rewards and punishments which conflict with those operating in the classroom. It is argued that behavioral discipline methods sometimes fail because they neglect these important dimensions of children’s experience".
Added by: Feyfant Annie  Last edited by: Agnès Cavet
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