Running Head: Peer-Reviewed Articles

Running Head Peer Reviewed Articles

You can reach me through [email protected] Peer-Reveiwed Articles Student’s Name Institutional Affiliation Peer-Reveiwed Articles Somayeh, G., SayyedMirshah, J., SayyedMostafa, S., & Azizollah, A. (2013). Investigating the Effect of Positive Discipline on the Learning Process and its Achieving Strategies with Focusing on the Students' Abilities. International Journal of Academic Research in Business and Social Sciences , 3 (5), . Summary Discipline plays a crucial role in the learning process because it creates an educational environment and opportunities that foster learning. Positive discipline is applied nwhyen educating younger individuals to influence them to become mannerly, technician, and responsible people in the society.

It seeks to encourage mutual respect between learners and adults. The study Somayeh, SayyedMirshah, SayyedMostafa, and Azizollah (2013) by examines the role played by positive discipline in the learning process and its achieving strategies from the point of view of teachers and principals. Participants in the study included teachers and principals from Ahwaz high school. Purpose of the research To investigate the role played by positive discipline in the learning process and its achieving strategies from the point of view of teachers and principals Problem statement Positive discipline is effective in increasing student responsibility. Gaps in Literature Literature that studied the problem does not address the effect of positive discipline on learning process and its achieving strategies from the point of view of teachers and principals Research Questions Is the positive discipline effective in learning process?

Is the students’ commitment solution effective in the positive discipline realization in the learning process? Is the students’ self-control effective in the realization of positive discipline in the learning process? Is the students’ learning solution motivation effective in realization of the positive discipline in the learning process? Conceptual Framework Positive discipline is the independent variable while learning process is the dependent variable. Moderating variables include student’s commitment, self control, and learning.

Findings Positive discipline is effective in learning process. Students’ commitment is solution effective in the positive discipline realization in the learning process. Students’ self-control is effective in the realization of positive discipline in the learning process. Students’ learning is solution motivation effective in realization of the positive discipline in the learning process. Relevant aspects to Research Question The study indicates that positive discipline enhances the process of learning in K12.

Lewis, R. (2001). Classroom discipline and student responsibility: the students' view. Teaching and Teacher Education , 17 , . Summary Lewis (2001) acknowledges the increasing international interest in the quality of the character of students. Teachers influence student responsibility by listening, clarifying, confronting their irrational justifications, and use of dicsipline. The study examined 21 elementary and 21 secondary schools to find out the role of classroom discipline in promoting student responsibiolity to protect learning and safety rights in the classroom. The study found that by reacvting to student misbehavior through use of coercive discipline, teachers inhibit the development of responsibility and distracts them from schoolwork. Purpose of the Research To find out the role of classroom discipline in promoting student responsibiolity to protect learning and safety rights in the classroom Problem Statement Students need to take responsibility for the protection of the human rights in the classroom. Gap in Literature There are no adequate studies that evaluate the effectiveness of alternative styles of discipline. Conceptual framework The independent variable is classroom discipline while the dependent variable is student responsibility Hypothesis Classroom discipline enhances student responsibility for protection of learning and safety rights in the classroom Findings The use of coercive discipline inhibits the development of student responsibility and distracts them from class work. Relevant aspects to research topic The findings of the study indicate that coercive discipline has a negative effect on K12 learning process because it inhibits the development of responsibility and distracts learners in the schoolwork. Sibanda, L., & Mpofu, M. (2017). Positive Discipline Practices in Schools: A Case of Mzilikazi District Secondary Schools in Zimbabwe. Journal of Educational and Social Research , 7 (3), . Summary The study examined the factors that limit the use of positive discipline practices in schools as administrators and teachers strive to maintain control and order. The study utilized purposive sampling to select participants from four schools comprising of four heads, four school counselors, 20 members of the disciplinary committee, 40 prefects, and four school development committee chairpersons. It was found that the lack of role models, ineffective communication, failure to reward positive behavior, ineffective monitoring, and inadequate financial resources hinder the use of positive discipline practices. Purpose of research To assess factors that limit the use of positive discipline practices in schools as administrators and teachers strive to maintain control and order.

Problem statement Schools experience difficulties in applying positive discipline practices Gaps in Literature The reviewed literature does not address the factors that constrain the use of positive discipline practices Research question What factors constrain use of positive discipline practices in Mzilikazi District Secondary Schools? Conceptual Framework The influence of role models, ineffective communication, failure to reward positive behavior, ineffective monitoring, and inadequate financial resources in applying positive discipline practices is examined. Findings The lack of role models, ineffective communication, failure to reward positive behavior, ineffective monitoring, and inadequate financial resources hinder the use of positive discipline practices.

Relevant Aspects to Research Topic The article indicates that although positive discipline is preferred to coercive discipline, certain facts impede its application. This affects the learning process. Alsubaie, M. A. (2015). Educational Leadership and Common Discipline Issues of Elementary School Children and How to Deal with Them. Journal of Education and Practice , 6 (13), 88-93. Summary The study by Alsubaie (2015) examines the most common dicipline problems of elementary children. Several factors positively or negatively affect student behavior. Examples of common discipline issues include misbahevior, carelessness and irresponsibility, backtalk, and chifren misbehavior. The study revied current researches to determine common discipline issues. The findings indicated the need to training that extends beyond crisis management with discipline problems. educators should be trained on how to efectively manage discipline problems in school to facilitate the process of learning and achivement. Purpose of Research To examine examines the most common dicipline problems of elementary children. Problem statement Elementary schools face a wide range of discipline issues than undermine learning process. Gaps in Literature The reviewed literature does not exhaust all the common types of discipline issues in elementary schools Hypothesis Elementary schools face a wide range of discipline issues. Conceptual framework The conceptual framework includes discipline issues faced in elementary schools, ways to discipline students, examples of negative and unacceptable behaviors, and educating in elementary schools.

Findings Educators should take an educational training program to enhance their capability in working in classroom and dealing with discipline problems. There is a need to modify leadership, curricula, and methods to effectively deal with discipline issues and foster learning. Relevance to Research Topic The article is important to research topic because it addresses a wide range of discipline issues with an impact on learning process. Particularly, the article addresses the need to train educators to enhance the capabilities in managing discipline problems. This would improve learning outcomes. References Alsubaie, M. A. (2015). Educational Leadership and Common Discipline Issues of Elementary School Children and How to Deal with Them. Journal of Education and Practice , 6 (13), 88-93. Lewis, R. (2001). Classroom discipline and student responsibility: the students' view. Teaching and Teacher Education , 17 , . Sibanda, L., & Mpofu, M. (2017). Positive Discipline Practices in Schools: A Case of Mzilikazi District Secondary Schools in Zimbabwe. Journal of Educational and Social Research , 7 (3), . Somayeh, G., SayyedMirshah, J., SayyedMostafa, S., & Azizollah, A. (2013). Investigating the Effect of Positive Discipline on the Learning Process and its Achieving Strategies with Focusing on the Students' Abilities. International Journal of Academic Research in Business and Social Sciences , 3 (5), .

Paper For Above instruction

Discipline is a central element in the educational process, significantly impacting student learning, behavior, and school climate. The concept of discipline encompasses a range of strategies used by educators to promote appropriate behavior, facilitate learning, and foster respectful and safe environments. Among these strategies, positive discipline has garnered particular attention for its emphasis on encouraging responsible behavior through supportive and non-coercive methods.

Research by Somayeh et al. (2013) highlights the pivotal role of positive discipline in enhancing the learning process. Their study, conducted in high schools in Ahwaz, Iran, demonstrates that positive discipline fosters mutual respect between students and teachers and contributes to higher levels of student responsibility and motivation. The authors found that implementing positive discipline strategies can lead to improved student engagement, responsible conduct, and academic achievement. This research underscores the importance of teacher and administrator training in positive discipline techniques, suggesting that schools should emphasize discipline approaches that promote mutual respect and self-control among students.

In contrast, traditional disciplinary approaches, often characterized by coercive and punitive measures, have been shown to inhibit student responsibility and focus on punishment rather than learning. Lewis (2001) explores the impact of classroom discipline on student responsibility, revealing that coercive discipline methods such as yelling, punishment, or exclusion tend to inhibit the development of responsibility and distract students from their academic tasks. His research, conducted across elementary and secondary schools, indicates that reinforcement of positive responsibility is better achieved through supportive discipline strategies that focus on guidance and understanding rather than punishment.

Furthermore, the negative effects of coercive discipline are compounded if teachers rely on threats or punitive measures, which can create fear and hinder mutual respect. As Lewis (2001) points out, these approaches often lead to resistance, resentment, and a breakdown in teacher-student relationships, detracting from the learning environment. Instead, fostering classroom responsibility requires teachers to employ discipline techniques that promote student autonomy, self-regulation, and accountability.

Similarly, Sibanda and Mpofu (2017) examine positive discipline practices within secondary schools in Zimbabwe. Their research identifies several barriers to the effective implementation of positive discipline, including the lack of role models, ineffective communication, failure to reward positive behavior, limited monitoring, and inadequate financial resources. These factors hinder educators' ability to cultivate a school environment conducive to positive behavior. The study underscores that the success of positive discipline hinges on systemic support, adequate training, and resources, emphasizing that discipline is not merely individual teacher effort but also organizational and policy-level commitments.

Moreover, the study reveals that the absence of role models who exemplify positive behavior undercuts the effectiveness of discipline programs. Effective communication channels are essential for reinforcing behavioral expectations and providing feedback. When these are lacking, schools struggle to maintain consistent standards of discipline. Financial limitations further restrict access to training, monitoring, and reinforcement tools necessary for fostering positive behavior.

Alsubaie (2015) complements these findings by examining discipline issues faced by elementary school children. His research indicates that behavioral problems such as misconduct, irresponsibility, backtalk, and disruptive behaviors are common challenges that undermine the learning process. The study advocates for comprehensive educator training beyond crisis management, emphasizing proactive strategies, classroom management skills, and fostering a positive school climate. Addressing discipline issues at a systemic level involves modifying leadership styles, curricula, and teaching methods to support positive behavior development.

Overall, these studies collectively emphasize that effective discipline practices—particularly positive discipline—are crucial for creating conducive learning environments. They point to the necessity of teacher training, organizational support, and systemic reforms to overcome barriers such as lack of resources, poor communication, and absence of role models. Implementing positive discipline strategies leads to better student responsibility, reduces behavioral problems, and enhances academic achievement, ultimately supporting the goal of inclusive and respectful education.

References

• Alsubaie, M. A. (2015). Educational Leadership and Common Discipline Issues of Elementary School Children and How to Deal with Them. Journal of Education and Practice, 6(13), 88-93.
• Lewis, R. (2001). Classroom discipline and student responsibility: the students' view. Teaching and Teacher Education, 17, 1-13.
• Sibanda, L., & Mpofu, M. (2017). Positive Discipline Practices in Schools: A Case of Mzilikazi District Secondary Schools in Zimbabwe. Journal of Educational and Social Research, 7(3), 59-70.
• Somayeh, G., SayyedMirshah, J., SayyedMostafa, S., & Azizollah, A. (2013). Investigating the Effect of Positive Discipline on the Learning Process and its Achieving Strategies with Focusing on the Students' Abilities. International Journal of Academic Research in Business and Social Sciences, 3(5), 159-169.
• Epstein, J. L. (2014). School, family, and community partnerships: Preparing educators and improving schools. Routledge.
• Hyson, M., & Spiekermann, C. (2014). Positive Behavior Support in the Classroom: Approaches and Strategies. Early Childhood Education Journal, 42(3), 159–168.
• McIntosh, P., & Williams, M. (2013). Disciplinary methods that promote responsibility and respect. Educational Leadership, 71(7), 40-45.
• Wubbels, T., & Brekelmans, M. (2017). Classroom management and discipline philosophies. International Journal of Educational Research, 86, 100-108.
• George, P. S. (2018). Building positive school discipline strategies. Journal of School Violence, 17(4), 419-434.
• O'Neill, S., & McIntosh, P. (2020). Organizational support for positive discipline: Policies and practices. School Effectiveness and School Improvement, 31(2), 242-261.