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Essay / Research Paper Abstract
A 3 page review of research investigating children's perceptions of the types and effectiveness of punishments in the classroom. The value of the research focus is that, translated to practice, it has the ability to assist the teacher in creating an atmosphere more conducive to learning. Overall, the study appears to be a sound one that arrives at conclusions meaningful and directly transferable to the classroom setting. Bibliography lists 1 source.
Page Count:
3 pages (~225 words per page)
File: CC6_KSeduArtRevPun.rtf
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Unformatted sample text from the term paper:
Brinker, Goldstein and Tisak (2003) evaluated the perceptions of third- and fifth-grade elementary students regarding the types and effectiveness of punishments for misbehaving in the classroom. The
value of the research focus is that, translated to practice, it has the ability to assist the teacher in creating an atmosphere more conducive to learning. The authors state
that the purpose of their study was "to extend previous research by investigating childrens thinking about two types of common punishments used by teachers in a classroom setting" (Brinker, Goldstein
and Tisak, 2003; p. 191). Literature Review The authors literature review is one filled with accounts and descriptions of several studies lending themselves
to expansion and extension as the authors state in their purpose. Several studies reviewed were published in the late 1990s, but most are from the mid-1980s. It appears
that the authors used the 1980s-era research as foundational work that was confirmed by further research a decade later. All of the studies reviewed address the same topic, providing
a solid base from which to conduct the authors own study. Method There were no specific hypotheses to test in this descriptive, nonexperimental
study. However, the researchers predicted that children would "evaluate the punishments differently for the moral and conventional infractions" (Brinker, Goldstein and Tisak, 2003; p. 191) and that older and
more developed fifth graders "would consider removal punishment to be more effective than would third-graders" (Brinker, Goldstein and Tisak, 2003; p. 191). The
researchers devised a questionnaire providing a scenario for punishment followed by a list of six possible punishments that children selected as being the most appropriate for the given conditions.
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