Résumés
Abstract
Increasing evidence shows that punitive discipline is ineffective and detrimental. Using empowerment theory and the opportunity-to-learn conceptual framework, this literature review seeks to broaden school personnel’s knowledge of alternative discipline interventions. Searching ERIC and JSTOR databases, we looked for English language, North American literature published between 1996 and 2016 that discussed alternative individual and school-wide disciplinary approaches. The literature we found indicates that punitive measures are counter-productive; that several alternative disciplinary models share common principles; and that studies point to favourable outcomes of some alternative school discipline models. While the transition towards alternative discipline may require additional resources and years of adjustment, a healthier school climate can foster the empowerment and academic achievement of marginalized students.
Keywords:
- education,
- discipline,
- intervention,
- student,
- youth,
- misconduct,
- behaviour
Résumé
Des données probantes démontrent de plus en plus que la discipline punitive est inefficace et néfaste. Cette recension des écrits vise à accroitre les savoirs en matière de discipline scolaire alternative à l’aide des théories du pouvoir d’agir (empowerment) et des théories des « opportunités d’apprentissage » (opportunity-to-learn). Nous avons utilisé les bases de données ERIC et JSTOR et recherché des recensions des écrits nord-américains publiés en anglais entre 1996 et 2016 qui abordent les plans d’intervention disciplinaire individuelle et scolaire. La recension indique que les mesures punitives sont contreproductives, que plusieurs modèles alternatifs de discipline scolaire partagent des principes communs et que des études démontrent les retombées favorables de modèles disciplinaires alternatifs. Bien qu’une transition vers un modèle disciplinaire alternatif puisse nécessiter des ressources additionnelles et des années d’adaptation, un climat scolaire sain peut favoriser le pouvoir d’agir et la réussite académique des élèves marginalisés.
Mots-clés :
- éducation,
- discipline,
- intervention,
- élèves,
- jeunesse,
- problèmes de comportement,
- comportements pro-sociaux
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