Ortaöğretim Kurumlarında Disiplin Uygulamaları: Bir Özel Okul İle Bir Devlet Okulunun Karşılaştırılması

Yıl 2021, Cilt: 5 Sayı: 1, 33 - 53, 31.08.2021

Betül Tuğsat Karahan , Çiğdem Apaydın

Öz

Bu araştırmanın amacı, bir resmi ve bir özel ortaöğretim okulunun disiplin uygulamalarını karşılaştırmalı olarak incelemektir. Bu kapsamda yapılan araştırmada Antalya ili Muratpaşa ilçesinde 2014-2015, 2015-2016, 2016-2017, 2017-2018, 2018-2019 eğitim-öğretim yıllarında bir devlet ve bir özel ortaöğretim okulunun disiplin kuruluna sevk edilen öğrencilerin demografik özellikleri ve disiplin kurulu uygulamaları incelenerek karşılaştırılmış, ortaöğretimlerin özelliklerine göre önemli farklılıklar veya benzerlikler gösterip göstermediği tespit edilmeye çalışılmıştır. Bu araştırma, nitel bir araştırmadır. Bütüncül tek durum deseni kullanılan araştırmada veriler doküman incelemesi yöntemiyle toplanmıştır. Araştırmanın bulgularına göre her iki okulda da erkek öğrenciler, kız öğrencilere oranla disiplin kuruluna daha fazla gitmekte, devlet okulunda en fazla 11. sınıf öğrencileri, özel okulda ise 12. sınıf öğrencileri sevk edilmektedir. Devlet okulunda kurula sevk edilen öğrencilerin akademik başarı oranları, özel okuldaki öğrencilere göre daha yüksektir. Araştırma sonunda öğrencilerin disiplin cezası almalarını önleyecek çeşitli öneriler sunulmuştur.

Anahtar Kelimeler

ortaöğretim, özel okul, devlet okulu

Disciplinary Practices in Secondary Education Institutions: Comparison of a Private School and a State School

Öz

This study aims at examining the disciplinary practices of a public and a private secondary school comparatively. To attain this goal, the demographic characteristics of the students who were referred to the disciplinary committee of a state and a private secondary school in the district of Muratpaşa in Antalya province in the academic years of 2014-2015, 2015-2016, 2016-2017, 2017-2018, 2018-2019 and discipline board practices were examined and compared; it was tried to determine whether it showed significant differences or similarities according to the characteristics of the schools. This study is a qualitative research in which the single case-holistic design was used, and the data were collected through document analysis. According to the findings, in both schools, male students were referred to the disciplinary board more than female students, and at most, 11th-grade students in public schools and 12th-grade students in private schools were referred. The academic success rates of students referred to the board in public school are higher than students in private schools. At the end of the research, various suggestions were presented to prevent students from taking disciplinary punishment.

Anahtar Kelimeler

secondary school, private school, state school

Kaynakça

• Agbenyega, J. S. (2006). Corporal punishment in the schools of ghana: does inclusive education suffer? The Australian Educational Researcher, 33(3), 107-122.
• Akar, N. (2006). Ortaöğretim kurumlarında karşılaşılan disiplin sorunları ve eğitim yöneticilerinin yaklaşımları: Denizli ili örneği. [Yayınlanmamış Yüksek Lisans Tezi]. Pamukkale Üniversitesi.
• Bray, E. (2005). Codes of conduct in public schools: A legal perspective. South African Journal of Education, 25(3), 133-138. Bear, G. G., Cavalier, A. & Manning, M. (2005). Developing selfdiscipline and preventing and correcting misbehavior. Allyn & Bacon.
• Blanford, S. (1998). Managing discipline in schools. Routledge.
• Clark, C. (1998) Discipline in schools. British Journal of Educational Studies, 46(3), 289-301, https://doi.org/10.1111/1467-8527.00085.
• Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Sage.
• Çetinkaya, U. & Koçyiğit, M. (2020). Disciplinary cases at high schools: An analysis of decisions of disciplinary committees. Journal of Pedagogical Research, 4(3), 312-326, https://doi.org/10.33902/JPR.2020464570.
• Duke, D. L. (1989). School organization, leadership, and student behavior. Oliver C. Moles (Edit.), In Strategies to Reduce Student Misbehavior. Office of Educational Research and Improvement.
• Donnely, J. (2002). Two simple rules: Discipline problems done. Proprincipal, 16(7), 1-3.
• Eggleton, T. (2001). Discipline in the Schools. https://files.eric.ed.gov/fulltext/ED451554.pdf
• Edward, C. H. (2008). Classroom discipline and management. (5th ed). John Willy & Sons.
• Edward, C. H. & Watts, V. (2004). Classroom discipline and management: An Australian perspective. Wiley
• Fitzgerald, T. (2012). Documents and documentary analysis. In A. R. J. Briggs, M. Coleman, & M. Morrison (Eds.), Reseach Methods in Educational Leadership & Management (pp. 296-308). Sage
• Gaustad, J. (1992). School discipline. https://files.eric.ed.gov/fulltext/ED350727.pdf
• Gregory, A., Cornell, D., Fan, X., Sheras, P., Shih, T., & Huang, F. (2010). Authoritative discipline: High school practices associated with lower bullying and victimization. Journal of Educational Psychology, 102(2), 483-496.
• Harland, P., Reijneveld, S. A., Brugman, E., Verloove-Vanhorick, S. P., & Verhulst, F. C. (2002). Family factors and life events as risk factors for behavioural and emotional problems in children. European Child & Adolescent Psychiatry, 11, 176–184. https://doi.org/10.1007/s00787-002-0277-z
• Halloway, J. H. (2002). The dilemma of zero tolerance. Educational Leadership, 59(4), 84-86.
• Herrmann, J., Vogel, M., Pietzner, D., Kroll, E., Wagner, Schwarz, O. S., Müller, E., Kiess, W., Richter, M. & Poulain, T. (2018). Factors associated with the emotional health of children: high family income as a protective factor. Eur Child Adolesc Psychiatry, 27, 319–328. https://doi.org/10.1007/s00787-017-1049-0
• Jordan, J. L. & Anıl, B. (2009). Race, gender, school discipline, and human capital effects. Journal of Agricultural and Applied Economics, 41(2), 419–429. https://doi.org/10.1017/S1074070800002893
• Kahveci, N. G. (2012). Genel liselerde karşılaşılan disiplin sorunlarının uzamsal incelenmesi: İstanbul’dan bir ilçe örneği. Educational Policy Analysis and Strategic Research, 7(1), 64-92.
• Kaçar, T. (2018). Problems encountered in secondary education institutions. The Journal of International Social Research, 11(58), 524-534. http://dx.doi.org/10.17719/jisr.2018.2566
• Kohn, A. (1996). Beyond discipline: From compliance to community. Association for Supervision and Curriculum Development.
• Lans, W. & Van der Voordt, D.J.M. (2002). Descriptive research. In T. M. de Jong, & D. J. M. van der Voordt (Eds.), Ways to Study and Research Urban, Architectural and Technical Design (pp. 53-60). DUP Science.
• Madhere, S. (1998). Improving discipline: The "dream team" approach. Principal, 78, 48-50.
• Onur, B. (1979). Disiplin Kavramı. TED Eğitim ve Bilim Dergisi, 17(3), 25-33. Odoyo, S. N., Odwar, A. J., & Kabuka, E. K. (2016). İmpact of discipline on academic performance of pupils in public primary schools in muhoroni sub- county, Kenya. Journal of Education and Practice, 7(6), 164-173.
• Oosthuizen, I. J., C. C. Wolhuter & Du Toit, P. (2003). Preventive or punitive disciplinary measures in South African schools: Which should be favoured? Koers, 63, 457–479. Paige, M. A. (2001). The effects of a behavioral intervention on discipline referrals and school suspension. [Doctor of Education]. Walden University.
• Restorative practices: fostering healthy relationships & promoting positive discipline in schools a guide for educators (2014). http://schottfoundation.org/sites/default/files/restorative-practices-guide.pdf
• Skiba, R. J. (2014). The failure of zero tolerance. https://reclaimingjournal.com/sites/default/files/journal-article-pdfs/22_4_Skiba.pdf
• Stronach, I. & Piper, H. (2008). Can liberal education make a comeback? The case of “relational touch” at Summerhill School. American Educational Research Journal, 45, 6–37.
• Suvall, C. (2009). Restorative justice in schools: Learning from Jena High School. Harvard Civil Rights-Civil Liberties Law Review, 44(2), 547- 569.
• Toytok, E. H. & Yıldırım M. B. (2018). Meslek liselerinde karşılaşılan disiplin sorunlarının sınıf düzeylerine göre dağılımlarının ve nedenlerinin incelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 18 (3), 1759-1778.
• Valdebenito, S., Eisner, M., Farrington, D. P., Ttofi, M. M. & Sutherland, A. (2019). What can we do to reduce disciplinary school exclusion? A systematic review and meta-analysis. Journal of Experimental Criminology, 15, 253-287. https://doi.org/10.1007/s11292-018-09351-0
• Yıldırım, A. & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayınevi.