The Oedipus Complex in Oedipus Rex Essay -- Sophocles Psychology Paper

The Oedipus Complex in Oedipus RexThousands of years after Sophocles wrote the story of Oedipus Rex psychologists named a complex after the behavioral characteristics of Oedipus. For numerous years psychologists have called a son having a sexual attraction toward his mother the Oedipus Complex. It is common belief that Oedipus Rex did not actually suffer from the Oedipus Complex. The basic assume for this theory can be found through Oedipus inherent fear of the prophecy placed upon him, by the Oracle, actually coming true.Oedipus is told, by a fragment of the royal court, of the prophecy of the Oracle. The love for his mother and father, and the mere thought of the prophecy drives Oedipus into retreat. He fears that if he stays in Corinth, that the prophecy may come true. This is distinctly one sign that Oedipus did not suffer from the Oedipus complex. The thought alone of doing such a thing as having sexual relations with his own mother drives Oedipus from Corinth, exter nal from royalty, and the only life he has ever known. If Oedipus really did suffer from the complex, he w...

Essay --

Affirmative ActionAffirmative action in the United States is loosely defined as a policy that redresses the disadvantages of certain minority groups as a direct of past discrimination, such as African Americans and Latinos, by giving them preferential treatment with lever to employment and university admissions. In particular, affirmative action has generated a great deal of controversy in university admissions, which has resulted in several Supreme Court cases. Proponents of the policy title that affirmative action is permissible because a) certain racial groups have suffered from a long past of discrimination and b) there is evidence showing the educational benefits that result from a racially diverse student body reflective of the racial makeup of the United States. Although affirmative action may be a well-intentioned policy whose supporting arguments are based upon true historic facts, the policy as a whole is morally impermissible and only serves to perpetuate the issues it claims to address. In addition, the arguments in favor of affirmative action have several key issues, which include a) not all groups that have suffered from discrimination benefit from the policy, b) using the ii wrongs make a right fallacy to justify discrimination against nonminority groups, c) vague terms such as critical mass, d) assuming that an applicant is disadvantaged only when on the basis of race, e) stereotyping minority groups, and f) the contested definition of race in general.For centuries, African Americans and Native Americans have suffered from blatant discrimination, unjustified theft of land, grueling enslavement, expiration marches, cruel medical experiments, systematic lynchings, and genocide. Although most Hispanics never had to co... ... believe blacks can achieve in every avenue of American life without the meddling of university administrators. Therefore, the declaration to this issue of academic performance is bettering the education system in povert y stricken areas. If all racial and economic groups had access to equal educational opportunities, whence they would all have the same capability to succeed in university admissions, given they are determined to do so. In the words of Dr. Martin Luther King Jr. I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin, but by the content of their character. Unfortunately, Dr. Kings dream has not yet come true, since African Americans are still judged (whether it be positively or negatively is beside the point) on the basis of their skin color when it comes to college admissions.

Women on The Street Essay -- essays research papers

Women on the Street     Have you ever rushed down the street and felt that nagging touch perception ofguilt, as you breeze by someone lying in a doorway? Is she alive? Is she ill?Why do we all rush by without finding out is shes all right?     People sit in train stations, bus stations, parks, doorways,unmistakably sick, with what, we dont know. All ar seemingly alone. or so beg. many dont. Some have open sores that ooze and bleed. Some are drunk. Sometalk to themselves or formless others. They have no homes.     Street people retrace up a small percentage of the homeless population.Most homeless people blend into the daily flow of urban flavor. many families arehomeless. Many babies go from the hospital into the shelter system, neverknowing what it is like to go home. Women are another subgroup of the homeless.     Solutions to homelessness are not easily found. But before we endure solveproblems, we must be sensitive enough that we create the will to find thesolutions. Often if we do not feel the problem, if some emotional response isnot made, we are not moved to seek solutions. We are often unmoved to evenrecognize the questions. We cannot afford to keep walking by.     "Work is a fundamental condition of human existence," said Karl Marx. Inpunch-the-clock and briefcase societies no less than in agricultural or huntingand gathering societies, it is the organization of work that makes life incommunities possible. Individual life as well as social life is closely tied towork. In wage labored societies, and perhaps in every other as well, much of anindividuals identity is tied to their job. For most people jobs are aprincipal source of both independence and rightness to others. It should comeas no surprise that, in the work force or out, work and jobs are important inthe lives of homeless women.     There are women who want to work and do, and women who want to work anddo not. There are women who cannot work and others who should not work andstill others who do not want to work. Some work regularly, some intermittentlysome work part-time, some full-time and there are even those who work two jobs.At any disposed(p) moment, there is a lot of job-searching, job losing, job changing,and ... ...escould have contained the explosive forces of racial animosity, social classdifferences, competition for resources, overcrowding, individuals who were notalways in lock of their actions, and individuals who wanted to disassociatethemselves from the group. but came against these forces, and born mainly outof shared homelessness and common needs, was a powerful thirst to groupcohesion and solidarity. Most of the time, the impulse to solidarity was strongenough to hold the negative forces in check, there by providing the minimum ofpeace and good order that made social life possible. On many evenings, as thewomen came together in the shelter, there was sufficient good feeling and fellowfeelings, when coupled with their common needs and circumstances, to allow a sniff out of community to sputter into life. For most women, the loneliness oftheir homeless state was a terrible burden to bear this fragile bit ofcommunity, however small, was precious indeed.     "Homelessness is the conglutination total of our dreams, policies, intentions,errors, omissions, cruelties, kindness, all of it recorded, in the flesh, in thelife of the streets." (Marin 41).

Child Abuse and Neglect :: Violence Against Children

Child AbuseHelp me This is the plea of many children in America. As you read this, one little girl is glaring out in pain, one little boy is begging not to be touched anymore. Many children live through everyday being ill-treat sexually, physically, and emotionally. More than two million cases of neglect and physical abuse are reported annually. Studies have shown that most parents who abuse their children were once abused as a child (Funk & Wagnalls 121). According to the National Committee to Prevent Child Abuse, 185 children died from child abuse in 1996. There are a lot of ship canal to put an end to this it just takes some work and time.First of all there are the children who are emotionally abused. The question is what is emotional abuse? wound up abuse is when the child is hurt emotionally causing changes in behavior and low self-esteem. For example, the parents may use extreme or bizarre forms of punishment, such as confinement of a child in a dark closet, and less severe acts, such as habitual scapegoating, belittling, or rejecting treatment (NCCANCH). Children who suffer from this font of abuse grow up being called bad things and never really knowing what love is, take 10-year old Carla for example. She was both physically and emotionally abused. She was neglect the only attention she got was bad attention. Her mother called her worthless and some of her mothers boyfriends hit her. Childabuse.org was there for her and now Carla is doing much better (Bob Cooper). Emotional abuse, in my opinion, is a terrible type of abuse that a child could go through. Although it may not seem too harsh, it causes many social problems for the child. These social problems include, precaution of meeting people, shyness, withdrawing from classmates, and an introverted personality. Secondly, there is physical abuse. Physical abuse is when the child has physical injury as a result of punching, beating, kicking, biting, burning, shaking or otherwise harming a child.

Masses Need to Create Mass Transit Essay -- Transportation, Nationwide

We consume 85 million barrels of oil daily. Nearly 6,500,000 airline operations occurred in 2009. About twenty percent of those were delayed (Title from H2 1). As of January 2011, the average price of a gallon of gas was $3.08, and the annual average pose costs for a vehicle in a downtown moundiness district was $1,930 (Rising Gas Prices 1). All these problems spend a penny one thing in common they commode be limited, if not solved, by a nationwide mass transit system such as a bus line. Americans have been using mass transit increasingly in the past few years. The only problem is that no system exists to ferry citizens from one metropolis to other one on the other side of the country. Building a ground-based mass-transit system that connects all the cities in the United States of America will lower the demand for oil, change magnitude journey times to nationwide destinations, and lower transportation costs.Again, we consume 85 million barrels of oil daily. According to this va lue, we consume a little everyplace 31 billion barrels of oil in a year. Out of a 42 gallon barrel of oil, nearly 19 and a one-half are converted into gasoline, almost half of the barrel. The average person in America uses about three gallons of gasoline daily (Barrels of Oil a Day 1). Therefore the average American consumes about 945 gallons of gasoline yearly. If each American uses a public bus transit system, which has an average seating subject of fifty people per bus, then 47,250 gallons of gasoline, or about 1,125 barrels of oil, would be eliminated per bus yearly. That value is before calculating how much gasoline each bus consumes. The American Public Transit Association, or APTA, stated that if Americans used public transit for ten percent of their daily travel, the... ...power private cars, wakeless our dependency, and thereby lowering the demand. Most of the weather that would affect airplane travel would not affect bus travel, thereby lowering journey times for thos e who experience a passage delay. Finally, a one-time pass for a bus costs an extremely less amount than gasoline and parking costs. Other reasons involving why citizens would use this system, which makes the system expense the labor and funds it would take to create it, and how the funds would be collected and used, have also been explained. We as Americans need to convince legislation to create a mass-transit system that would connect all the cities in the country, pay the taxes that will allow it to be created, and, above all other actions, ride the transit system. If we do this, we can limit, if not solve, all three problems facing the United States of America.

Masses Need to Create Mass Transit Essay -- Transportation, Nationwide

We consume 85 million barrel of oil daily. Nearly 6,500,000 airline operations occurred in 2009. About twenty percent of those were delayed ( call from H2 1). As of January 2011, the average price of a gallon of gas was $3.08, and the annual average parking costs for a vehicle in a business district business district was $1,930 (Rising Gas Prices 1). All these problems have one thing in common they can be limited, if non solved, by a nationwide mass transit system such as a bus line. Americans have been using mass transit increasingly in the away few years. The only problem is that no system exists to ferry citizens from one metropolis to another one on the other side of the country. Building a ground-based mass-transit system that connects all the cities in the United States of America get out lower the demand for oil, decrease journey times to nationwide destinations, and lower transportation costs.Again, we consume 85 million barrels of oil daily. According to this value, we c onsume a little over 31 billion barrels of oil in a year. Out of a 42 gallon barrel of oil, nearly 19 and a half are converted into gasolene, almost half of the barrel. The average mortal in America uses about three gallons of gasoline daily (Barrels of Oil a Day 1). Therefore the average American consumes about 945 gallons of gasoline yearly. If each American uses a public bus transit system, which has an average seating capacity of fifty people per bus, then 47,250 gallons of gasoline, or about 1,125 barrels of oil, would be eliminated per bus yearly. That value is before calculating how much gasoline each bus consumes. The American Public Transit Association, or APTA, stated that if Americans employ public transit for ten percent of their daily travel, the... ...power private cars, lowering our dependency, and thereby lowering the demand. Most of the weather that would affect airplane travel would not affect bus travel, thereby lowering journey times for those who experience a flight delay. Finally, a one-time pass for a bus costs an highly less amount than gasoline and parking costs. Other reasons involving why citizens would use this system, which makes the system worth the labor and funds it would take to create it, and how the funds would be collected and used, have also been explained. We as Americans need to convince legislation to create a mass-transit system that would connect all the cities in the country, pay the taxes that will allow it to be created, and, above all other actions, ride the transit system. If we do this, we can limit, if not solve, all three problems facing the United States of America.

The Importance of Teacher’s Part in the Disruptive Behavior

The Importance of Teachers Part In the Disruptive Behavior In the schoolroom Prep atomic number 18d by Aclan, Olga Enriquez, Zarah Mae Salazar, Aprilyn Prep ard to Mrs. Rose Mae Ann LUmanglas Instructress Table of Contents I. Introduction a. Statement of the Problem b. Signifi fecal matterce of the Study II. Body a. Conceptual literary works b. percolatek Literature III. epitome and Recommendation IV. Bibliography a. Books b. Journals c. Unpublished Materials d. Web Resources I. Introduction Disruptive fashion rear be defined as any bearing that disturbs, interferes with, disrupts, or prevents any normal operations and functions.It is the roughly common reasons tykeren are referred formental healthpractitionersfor possible treatment. However many kidren with oppositional defiant disorder or keep back disorder are found to turn in neurologic ally re of latedsymptomsover time, the primary problem is conduct. Studyhas recognisen both biological and environmental causes f or troubled expression disorders. Young people nigh at risk for oppositional defiant and conduct disorders are those who experience low birth weight, neurological damage or concern deficit.For treating this disorder use de symboliseour therapies to instill young people how to control and express feelings in healthy ways and coordination of services with the young personsschooland other involved agencies. Disruptive bearing disorder, characterized by aggression, noncompliance, and negative emotionality, remain a mental health priority. Parents require an arsenal of coping strategies to change magnitude the behavioural problems at home. Children attend school to become educated members of society, capable of making informed decisions and increasing future career possibilities.However, rough children have clog adjusting to the schoolroom environment and act out with debauched ports. Disruptive schoolroom looks non still detract from a childs education experience, bu t whitethorn alike lead to social isolation. Understanding the types of dissipated screen outroom styles, and the possible causes and solutions, may alleviate to solve a childs manner problems, and reduce the likelihood that he willing suffer from social isolation. One thatched roofer considers disruptive, a nonher teacher may non. No set criteria or definition exists to intend which behavior qualifies as disruptive.However, some behaviors generally qualify as unacceptable no matter which teacher runs the schoolroom. Disruptive crystaliseroom behaviors include aggressive behaviors, defiant behaviors, social disruptions and emotional disturbances. truculent behaviors include intimidating peers, engaging in physical altercations or damaging property. Defiant behaviors include blatant and some quantify vocal disregard of rules, as substantially as devaluing the teachers expertise and judgment. Examples of social disruptions include interrupting discussions with off-topic instruction, engaging in private conversations or passing notes during instructional time.Emotional disturbances are temper tantrums. A chronic grade of disruptive behavior may indicate a mental health disorder. Possible disorders indicated by such behavior include attention deficit hyperactivity disorder, in any case fuckn as attention deficit hyperactivity disorder, and oppositional defiant disorder. ADHD, characterized by an in mogul to pay attention and impulsive behaviors, often causes behavioral problems in class. The symptoms of ADHD clash with the expectations of the schoolroom environment. Children with ADHD may utter out of turn, have herculeany staying seated and find it challenging to maintain focus during instructional time.Children with oppositional defiant disorder exhibit behaviors of negativity, defiance, noncompliance and hostility toward authority figures. These symptoms may lead to problems in school, temper tantrums, aggressiveness toward peers and othe r disruptive classroom behaviors. Different factors may cause a educatees disruptive behavior and these factors will depend on the surrounding a scholarly person abides in. As this disruptive behavior occurs inner(a) the classroom, this is the time a teacher needs to do his/her fibre. These are the falling examples of disruptive classroom behaviors Usage of Electronic Devices Using cellular phones, text messaging iPods, MP3 players, laptops, etc. c impairment class is in session Unexc utilize exits Leaving to determine a keynote or other nosh items Leaving to engage in a conversation (i. e. person-to-person or by phone) Leaving before class is run throughed for any reason without prior permission from the instructor Non-Permitted Communication During classroom Instruction talk of the town duration the instructor is talking Talking before world recognize by the instructor (i. e. blurting out information) Talking without permission during classroom instruction (i . . side conversations with an person or in a group) Mimicking and/or systematically repeating an instructors words Personal Attacks Engaging in abusive or mean spirited criticism of another disciple or an instructor distrusting an instructors authority in reckon of the class Continuing to insist on speaking with an instructor during classroom instruction declareing an instructor to shut-up Threatening Behaviors Verbally abvictimization an instructor or learner (i. e. cursing or extremely loud talking directed at a particular person) Threatening to physically harm an instructor or disciple through communicative or body gestures Intimidating through body gestures and/or posture or persistent staring at an instructor or educatee Overt Inattentiveness Sleeping in class Preventing others from concentrating on classroom instruction Reading a newspaper, doing provision from another class, etc. other(a) Distracting Behaviors Arriving late to class, especially on si eve dates Persistent Tardiness Creating excessive noise from packing up before class has ended Dressing in get hold ofly as to cause other school-age childs or instructor to be distracted (i. . wearing pajamas, indecent exposure, or offensive words on c muddlehing) Statement of the Problem This field aims to find out the importance of teachers part in the disruptive behavior in the classroom. Specifically, this sought to answer the sideline questions 1. What are the factors of the disruptive behavior in the classroom? 2. How does the teacher respond to the disruptive behavior in the classroom? 3. What implication can be displace from the study conducted/ 4. What passport can be proposed on how teachers would mark the students disruptive behavior in the classroom?Significance of the Study Lots of students now are having disruptive behavior in the classroom. Most of the time they use their cellular phones, iPods or any other electronic devices during class discussions. There a re times that students have unexcuse exits during class discussions like leaving to retrieve a soda or other snack items, leaving to engage in a conversation whether it is person to person or by phone, leaving before class is finished for any reason without prior permission from the instructor, etc.Other examples of disruptive behavior in the classroom are talking while the instructor is talking, talking before organism know by the instructor like blurting out information, dormancy in class, reading a newspaper, doing homework from another class, arriving late on class especially on test dates, persistent tardiness, threatening to physically harm an instructor or student through verbal or body gestures, and a lot more. Teachers begin to have problems due to the misbehaviour of the students and it is important for them that they should know how to hairgrip the disruptive behavior of the student in the classroom.Teachers are now aware that this new generation of students could be more disruptive at heart the classroom and even outside. And this misbehaviour could lead them to trouble or worst could bring them to prison. To prevent this thing to happen, teachers disciplinary action should be implemented. They should talk to their students, a heart to heart talk, for the students to release whats inside of them that may cause them to have such disruptive behavior. It is important for the teachers to know the reason wherefore students act like that so that they could know the preferred action that they will do.This study will help not just now teachers but besides students to know the factors of disruptive behaviors and how to prevent it. This will give them more knowledge regarding this disruptive behavior. Students will be educated some the wrong things that they do inside the classroom which they think is not a wrong thing and it is just a common thing. Shown too in this study how important the teachers part will be in the disruptive behavior in the classroom. They will be given tips and recommendations that they could use in disciplining a students disruptive behavior.II. Body Conceptual Literature * According to Karen Hollowell of eHow Contributor, teachers deal with classroom discipline departures every day. schoolroom management skills are essential for all teachers. Supervising a group of children with varied personalities and backgrounds is a challenging trade union movement. You are responsible for their schoolman growth while ensuring that the learning environment stays welcoming and secure. Establish a discipline plan the first week of school and implement it slightly and consistently.Clearly explain your definition of seize classroom behavior as well as your system of rewards and consequences. Be sure your behavior management plan reinforces the schools code of conduct regarding disruptive behavior. Talk to the student publicly and privately. When students disrupt the classroom with eonian talking or getting o ut of their seats, discriminate them immediately to stop and inform them of the consequences per your class rules and expectations. Talk to them again separately after class or in a conference with the principal if disruptions continue.Determine causes of misdeed and address them if possible. If a student suddenly starts disrupting class after being quiet and studious all year, the behavior may indicate a problem at home or at school with peers. Talk to your schools counselor close meeting with the student to find out additional information. If you have a rapport with the student, talk to him yourself and offer assistance if appropriate. Meet with the students parents if disruptions continue. This allows you to collaborate with caregivers and discuss ways to help the child conform to classroom expectations.Ask parents for their input and advice. Do not use a parent conference as a forum for your opinions about how bad their child is or to criticize their parenting style. Establis h a behavioral plan and funk for repeat offenders. A counselor or behavioral interventionist at your school can help you with this. A behavior contract outlines specific ways the student will act in class. It to a fault lists possible rewards for meeting behavioral goals. unsex the students, parents and your signature on this document as a way to demonstrate that this plan is a team effort.Enforce school and classroom rules as stated. If a student continues to display disruptive behavior after enacting a behavioral plan, follow your discipline plan in the order you presented it at the first of the year. Do not permit rage and frustration cause you to exact a more severe penalty than the offense warrants. When students see that you treat everyone fairly and respectfully, it can have a confirmative impact on future behavior. Karen Hollowell gave tips to teachers on how they would handle a students disruptive behavior.She gave five steps and instructions on how a teacher should h andle a students disruptive behavior inside the classroom. Her first step was teacher should talk to his/her students. Second was teachers should determine the causes of misbehaviour wear offe by a student. Third was teachers should meet with the students parents if his/her disruptive behaviors continue. Fourth was teachers should establish a behavioral plan and contract for repeat offenders. And the last one was teacher should enforce school and classroom rules as stated.According to Rosalind Reed Ph. D. Department of Health and Community Services College of Behavioral and companionable Sciences California State University, Chico, there are antithetic strategies for dealing with troublesome behaviors in the classroom. For talking and inattention, teachers should put up direct eye contact, stop talking or stop whoever has the flood and hold, dont start talking until have full attention, physically move to that part of the classroom, vary the methods of presenting the content, an d speak to the student or students privately.For unpreparedness, missed deadlines and tests, and fraudulent excuse making, design class so there are logical consequences to this behavior. Follow through, be consistent. Dont rescue and dont enable. Teachers should require evidence of preparation for class like notecards, 2 minute written/on-spot reverberateive feedback (quiz) on assign and call on students for input. Teachers should also be a good role model. They should consistently meet your agenda deadlines with class.When there are excuses making, clearly state policy at rise of semester about excuses with regard to absences, missed exams, etc. For example validate certain excuses, no make-up exams, all make up exams vary, one day in semester only to make up. For lateness and inattendance, teachers should establish a policy and expectations from the beginning. You expect them to be on time and leave on time. As what you expect on them, teachers should start the class on time an d finish it on time too, be a good role model to them.If a student is going to absent tell them that they should call and inform ahead of time. Teachers could also have rituals at starting at time especially in large classes. They should also speak to inveterate late students. A student could have logical consequences for being late in class. Instructor does not own the problem. And teachers should not reteach the topic due to that late comer student. Students are the one responsible for getting missed assignments and material. Teachers should not rescue the student and let him/her be responsible enough for his/her mistakes.Overt hostility from a student or verbally aggressive students, students usually become verbally abusive in frustrating situations which they see being beyond their control anger and frustrations becomes displaced onto others fear of rejection and feeling of righteous indignation are frequently with patterns like talking to student privately. Teachers should talk to student in neutral setting and try on to find a common ground. save up letter to student describing his/her behavior, how behavior disrupts you and others, restate expectations and request behavior change.Setting classroom norms at the very beginning of a class is one of the best methods of classroom management. Hang a flip chart or poster, or dedicate a section of white display panel if the room has the space, and list expected classroom behaviors. Refer to this list when disruptions occur. Using a flip chart or white board can be especially useful because it can involve students in the construction of the list on the first day and in that way get buy-in. Start with a few of a teachers ownexpectationsand ask the group for additional draw outions.When they all agree on how a teacher wants the classroom to be managed, disruptions are minimal. Its always a good idea to address questions of any kind when disruptive behavior occurs because curiosity provides fabulous program l ine moments, but sometimes it just isnt appropriate to get off track. some teachers use a flip chart or white board as a holding place for such questions to ensure theyre not forgotten. Call your holding place something appropriate to the topic. Be creative. When a question being held is eventually answered, mark it off the list.Unless the teacher got a completely obnoxious student in his/her classroom, chances are good that disruptions, when they do occur, will be fairly mild, calling for mild management. Disruptive behaviors like chatting in the back of the room, texting, or someone who is argumentative or disrespectful. Its generally unprofessional to share frustrations about individual students with other teachers who may be influenced toward that person in the future. This doesnt mean that teachers cant consult with others. A teacher could choose confidants carefully.The different strategies and method used by teachers in disciplining a students disruptive behavior could be a great help to lessen the disruptive classroom behaviors. As the teachers explain to their students the importance of having good moral values inside the classroom, students may lessen or the best part was they could have no disruptive behaviors done inside the classroom. Teachers are very important in disciplining a student disruptive classroom behavior for they could do a lot of things to make their students a good and sound one.Students would be able to remember the lessons their teachers told them and through it they could make themselves a responsible one as they grow. Research Literature It is important to differentiate between disruptive classroom behavior (that which directly interferes with the ability of the instructor to teach or the ability of other students to benefit from the classroom experience) from behavior that is merely rude or uncivil. While the latter may become disruptive when it is repetitive or persistent, it usually is best addressed by example and influence .Disruptive student behavior is detrimental to the academic community because it interferes with the learning process for other students, inhibits the ability of instructors to teach most effectively, diverts university energy and resources away from the educational mission, and may indicate a significant level of personal problems or distress on the part of the disrupter. Common Types of Disruptive Classroom Behavior Grandstanding accustom the classroom for them by monopolizing class discussion, speaking protractedly and bombastically on favorite subjects with no regard to relevancy to the discussion.Sleeping in Class While passively disruptive, it sends a message to the other students about the quality of the class or teaching. It is disrespectful to the instructor and the other students. Prolonged Chattering Small cliques of 2-3 students who engage in private conversations or pass notes to each other. Excessive Lateness Students who not only come in late, but make an entrance sp eaking to friends, walking in front of the professor, arranging their belongings. Noisy Electric Devices Beepers and pagers going off in class or students talking on the telephone uring the class. Disputing the Instructors government agency or Expertise Students may be disappointed or frustrated over a grade and may debunk or devalue the instructors judgment, authority, and expertise. This may take the form of comments in the class or memos to department chair or dean. Verbal or Physical Threats to Students or mental faculty Some verbal threats are veiled while others are more explicit. A threatening student may approach the instructor or crevice students menacingly, or actually shove the individual, or worse, physically assault them. Levels of Response Prevention setting standards for behavior in class, develop a process for notifying students of the standards, developing a process to respond to violations of class standards as well as university standards, and responding to violations in a consistent and fair manner. Intervention by the Instructor. Reporting behavior to Department Chair for consultation/intervention. Reporting behavior to Judicial Affairs for disciplinary action. Reporting behavior to University Police for immediate action. Reasons Why Instructors Dont Respond to Disruptive Acts by Students Benign InactionSome instructors mean if they take no action, that somehow the disruption will stop on its own. They believe that at some point the student will see the error of his/her way and stop the behavior. The instructor may think that the student will see such action as being a good guy, generous and kind and will therefore be grateful to the instructor. However, many students furnish this as fear, naivete, or indifference to their conduct. If this is a highly disruptive student, they often take further advantage of their power and the behavior may escalate. Fear of Receiving lacking(predicate) Administrative SupportSome instructors ar e afraid of receiving adverse reactions from administrators in their department. They may be afraid that the administrator may believe that there had been bitterness or ineptitude on the part of the instructor. It can happen that the administrator may devalue the instructors assessment of the seriousness of the disruption. This is most difficult for instructors who are part-time or untenured. Fear of Harming the Psychologically Fragile Student Often reports by instructors include reference to the students state of mind or mental status.However, once they convince themselves of the students psychological frailty, they think it would be inappropriate to use the discipline process with them. However, many of these students need the direction and limit-setting from others that the discipline process can provide. Fear of Physical Reprisals Instructors are often afraid to respond or report disruptive behavior because of factual or discernd threats from students. If a real threat has o ccurred, the instructor may not only be afraid of the student, but may convince themselves that reporting would incite the student to physical action.It is always best for the instructor to take threats or threatening behavior seriously and consult with the appropriate administrator about the appropriate course of action. However, as an cistron of the university, all faculties have a duty to report threats of violence. Fear of Legal Reprisals Instructors sometimes fail to act because they are afraid of being sued. While we live in a litigious time where anyone can sue anyone, if instructors follow the university due process surgerys, the likelihood of having to deal with a lawsuit is diminished.Misperceiving the Nature of report Many instructors attach very negative connotations to the role and nature of discipline and choose not to place themselves the role of disciplinarian, nor want to report to an office that they perceive is punitive. Essentially, determining what constitute s disruptive activity lies at the discretion of each instructor. Behaviors such as routine tardiness, speaking without being recognized, harassing instructors through email, and overt acts of violence are all examples of the range of unacceptable behaviors.According to University policies, disruptive activity is behavior in a classroom or instructional program that interferes with the instructors ability to conduct the class or the ability of others to profit from it. Why dont faculty members report disruptive behavior? Research suggests that instructors do not report disruptions because they hope for a spontaneous resolution they fear they will not be supported by the administration they fear it will reflect poorly on their abilities, and/or they fear retaliation.Since there has been an increase in the reporting of problems, and in many cases, in the severity of the problems, we would like to remind all faculty and instructors that the academic and Student Affairs staff are committ ed to ensuring that your decision will be met with support and expeditious resolution. How do I handle disruptive activity? Include on your syllabus the guidelines and consequences regarding behaviors, attendance, and punctuality repercussions for academic dishonesty.On the first day of class, clearly state behavioral expectations and consequences discuss protocols for discussions/debates, including how to be recognized state (or negotiate) what you will allow in class (gum, hats, snacks, etc. ) role model expected behaviors. When it occurs, remain calm and in control, identify and acknowledge the issue offer a solution or recommend a continuation of the discussion after class or during office hours document the incident follow up with the student verbally and in writing. Copy the Dean of Students Office on any correspondence. f the situation escalates Dismiss the student from class or dismiss the class entirely Document the incident with the Dean of Students Office. Remember to nev er raise your voice, argue with the student, threaten the student, get too close to the student, corpuscle the student, use abusive language toward the student, or put yourself in danger Generally, classroom teachers can use the identical disciplinary practices to manage the disruptive behavior of students with disabilities that they use to manage the behavior of students without disabilities.Much of the undesirable behavior exhibited by both groups is similar in nature. The differences, however, may originate in the teachers selection of the particular behavioral intervention. When selecting behavior interventions for students with disabilities, teachers should ensure that the strategies are developmentally appropriate and take into consideration the students disability and due process rights. Here are 10 questions that may help you diagnostically analyze situations that foster disruptive behavior in students with disabilities.These discussions may provide guidance as you select behavior-reduction strategies. interrogative 1. Could this misbehavior be a allow of inappropriate political program or teaching strategies? Inappropriate curriculum and teaching strategies can contribute to student misbehavior but not all misbehavior is attributable to these factors. Some misbehavior may arise as a function of the teachers inability to meet the diverse needs of all students. Consider these factors * stem size. * Group composition. * Limited planning time. * Cultural and linguistic barriers. Lack of access to equipment, materials, and resources. If the misbehavior evolves as a result of inappropriate curriculum or teaching strategies, redress the content and skill level components of your curriculum, its futuristic benefit for the student, and the formats you use in instructional delivery. When you identify the instructional needs of students within the scene of the classroom, exploitation a diagnostic prescriptive approach, and make curricular adaptations bo th in content and instructional delivery, you can greatly reduce the occurrence of student misbehavior. Question 2.Could this misbehavior be a result of the students inability to chthonianstand the concepts being taught? When there is a mismatch between teaching style and the learning styles of students, misbehavior inevitably results. Incidents of misbehavior may also result when students refuse to learn concepts because they are unable to see the relationship between the skills being taught and how these skills transcend to the context of the larger environment. In these situations, you should employ strategies and tactics that show students how component skills have meaning in the classroom and in the community.If you find that the cause of the inappropriate behavior is related to the students lack of prerequisite skills or abilities to acquire concepts, you can use a simple procedure known as task analysis. By exploitation this procedure, you can pinpoint specific functional l evels of students on targeted skills and provide sequential instructional programs that will move the student with disabilities toward mastery of a targeted goal at a pace appropriate for the student (Moyer Dardig, 1978). Question 3. Could this misbehavior be an underlying result of the students disability?Some disruptive behavior may be a result of the students disability (e. g. , emotional/behavioral disorders). Meanwhile, other behavior may result from deliberate actions taken by the student to cause classroom disruption. Determining the underlying cause of a students disruptive behavior involves a careful analysis of the behavior, as follows * Try to clarify what kinds of behavior are make concern. * Specify what is wrong with that behavior. * Decide what action should be taken to address the behavior. -Specify what behavior you desire from the student. Implement a plan to correct conditions, variables, or mickle that contribute to the problem behavior (Charles, 1996). You sh ould analyze the disruptive behavior and render a professional judgment as to its cause. Redl and Wattenberg (cited in Charles, 1996) suggested that teachers employ a procedure of diagnostic thinking when faced with incidents of student misbehavior. These procedures include forming a first hunch, gathering facts, exploring hidden factors, taking action, and remaining flexible. While such a task is not easy, having a knowledge base of the general characteristics (e. . , academic, behavioral, social/emotional, learning, physical) of students with disabilities and the associated etiologies (causes) can be helpful. Question 4. Could this misbehavior be a result of other factors? Many aspects of classroom life may contribute to students misbehavior the physical arrangement of the classroom, boredom or frustration, transitional periods, lack of awareness of what is going on in every area of the classroom. Remember, however, that classroom climate and physical arrangements can also encoura ge desirable behavior.You should regularly assess your teaching and learning environment for conditions or procedures that perpetuate or encourage misbehavior. Because inappropriate behavioral manifestations of students can also stem from certain types of teaching behavior, teachers need to become more cognizant of the kinds of behavior they emit and the relationship between their teaching behavior and the resultant behavior of students. Examine your instruction and interactions with students in ongoing classroom life, as follows * The development of relevant, interesting, and appropriate curriculums. The manner in which you give recognition and understanding of each student as an individual with his or her unique set of characteristics and needs. * Your own behavior as a teacher, and characteristics such as those identified by Kounin (1970 withitness, overlapping that reduce misbehavior, increase instructional time, and maintain group focus and movement management of students. Qu estion 5. Are there causes of misbehavior that I can control? As a teacher, you can control many variables to thwart undesirable behavior.You may interpolate or change your curriculum make adaptations in instruction to address multiple intelligences and make changes in your communication style, attitude toward students with disabilities, and expectations of these students. Analyze how much positive feedback you give students. If you find that you use limited feedback (encouragement or praise), which accentuates positive behavior of students (and also communicates respect and promotes self-esteem and self-confidence), you may be contributing to behavior problems.Feedback (both verbal and nonverbal) is an important factor in the learning paradigm that is too often neglected, overlooked, or haphazardly orated. Question 6. How do I determine if the misbehavior is classroom based? This is a difficult question. Conducting a self-evaluation of teaching style and instructional practices a s in the previous questions may provide some insight into whether the behavior is related to the disability or is classroom based.You may find a classroom ecological inventory (Fuchs, Fernstrom, Scott, Fuchs, Vandermeer, 1994) helpful in determining cause-effect relationships of student misbehavior. The classroom ecological inventory could help you assess salient features of the learning environment of your school or classroom. In such analysis, you can gather specific information about the student, the behavior, and the environmental conditions and settings associated with the behavior (Evans, Evans, Gable, 1989).By taking into account the learning ecology, you can be more decisive and selective in your use of resources for managing student behavior and, at the same time, set out a more accurate and complete picture of a particular student for developing a more appropriate and comprehensive behavior-change program. Classroom ecological inventories can be useful for collecting i nformation about a wide range of events, variables, and conditions that can influence and make believe a students behavior.Conducting a functional analysis or functional assessment can also be useful in examining cause-effect relationships of students behavior. Functional assessments can also help you address serious problem behavior displayed by target students. These analyses examine the circumstances or functional relationships between, or surrounding, the occurrence or nonoccurence of the challenging behavior. The assessments can help you identify variables and events that are consistently present in those situations (Dunlap et al. , 1993 Foster-Johnson Dunlap, 1993).You may identify events, variables, and circumstances that contribute to the problem. In addition, you may devise a comprehensive, individualized approach to designing interventions logically related to the target behavior and, in the process, better meet the students specific needs. Question 7. How do I teach st udents to self-regulate or self-manage behavior? You can teach students to self-regulate or self-manage their behavior by teaching them to use the skills of self-management * Self-instruction, self-recording, or self-monitoring. * Self-reinforcement, self-evaluation, and self-punishment. Multiple-component treatment packages (Carter, 1993 Hughes, Ruhl, & Peterson, 1988 Rosenbaum & Drabman, 1979). Many studies (e. g. , McCarl, Svobodny, & Beare, 1991 Nelson, Smith, Young, & Dodd, 1991 Prater, Joy, Chilman, Temple, & Miller, 1991) focusing on self-management techniques have shown the force of self-management procedures in behavior change and academic productivity. These studies included students from many different populations, ranging from average achievers to students with mild, moderate, and severe disabilities.Teachers have found many advantages in using self-monitoring procedures These procedures improve target behavior, stress the students role in behavior change, allow general ization to non-school environments, free teachers for other tasks, and teach students responsibility and self-determination (Frith Armstrong, 1986). Furthermore, these procedures are relatively simple to implement they quickly reach a point in which little supervision is required and, they help students become more palmy and freelancer in their classroom and in everyday life (Dunlap, Dunlap, Koegel, Koegel, 1991).Of course, teaching students self-management skills should not be regarded as a substitute for a high-quality curriculum of instruction (Dunlap et al. , 1991) that emphasizes academic and social learning skills. Here are some steps for teaching self-management skills * Defining the target behavior. * Defining the desired behavior. * Developing the data-collection system. * Teaching the students how to use the self-management system. * Implementing the system. * Evaluating the effectiveness of the system (Carter, 1993). * Additional steps may include identifying functio nal reinforcers and fading use of the self-Question 8. How do I determine what methods of control are appropriate without violating the rights of students with disabilities mandated under P. L. 105-17? Determining which behavior-reduction methods to use with students with disabilities is not as difficult as you may think. As mentioned previously, the behavioral interventions typically used with students without disabilities can also be used with students with disabilities with a few exceptions. Yell and Shriner (1997) provided a comprehensive account of major issues effecting the discipline of students with disabilities addressed in Section 615 K of P.L. 105-17 (the imagination Amendments of 1997) * Disciplinary procedures. * Behavior-intervention plans. * aspect determination. Manifestation determination refers to a canvass process (conducted by the students IEP team and other qualified personnel) to determine the relationship between a students disability and misconduct. This review process is conducted when school officials seek a change of placement, suspension, or expulsion for more than 10 school days. * Interim, preference educational settings. * The stay put provision. * IDEA protection for students not yet eligible for special education. Referral to law enforcement and judicial authorities. When applying behavior-reduction techniques, use a common sense approach and be reasonable in your application. * Regardless of the behavioral infraction, before you discipline any student with disabilities, you should talk to administrative officials (e. g. , principal, special education supervisors, school attorney) about the rules, policies, regulations, and procedural safeguards outlined in the IDEA Amendments of 1997 that govern the discipline of students with disabilities. Question 9.How do I use reinforcement strategies to reduce disruptive behavior? Teachers can use many types of reinforcers to teach desirable behavior. Madsen and Madsen (1983) identif ied five categories of responses available for teaching desired behavior the use of words, physical expressions, physical closeness, activities, and things used as rewards or positive feedback (see box, imperative Feedback). Remember that the effectiveness of such reinforcers is contingent on continuous, systematic use across time. Also, consider the appropriateness of each response for your individual students.Other reinforcement-based intervention strategies may also be effective differential reinforcement of low rates of responding (DRL) differential reinforcement of other behavior(s) (DRO), also referred to as differential reinforcement of vigor responding differential reinforcement of incompatible behavior (DRI) and differential reinforcement of alternative behavior(s) (DRA). Many teachers have found such strategies effective in developing alternative response behavior to inappropriate, disruptive, or undesirable behavior.Even though these procedural alternatives use a positi ve (reinforcement) approach to behavior reduction, teachers have found both advantages and disadvantages in the use of such procedures. In deciding whether to use differential reinforcement procedures, you should review the works of Alberto and Troutman (1995) and Schloss and Smith (1994). Question 10. Is it appropriate for me to use punishment? Punishment, the most controversial aversive behavior management procedure, has been used and abused with students with disabilities (Braaten, Simpson, Rosell, Reilly, 1988).Because of its abuse, the use of punishment as a behavioral change procedure continues to raise a number of concerns regarding legal and ethical ramifications. Although punishment is effective in suppressing unacceptable behavior, it does have some limitations * The reduction in disruptive behavior may not be pervasive across all settings. * The effect may not be persistent over an extended period of time. * The learner may not acquire skills that replace the disruptive behavior (Schloss, 1987). A decision regarding the use of punishment as a behavior reduction technique is an individual one.Some professionals suggest that punishment-based interventions should be eliminated, whereas others favor a variety of behavior-control procedures, including punishers (Braaten et al. , 1988 Cuenin Harris, 1986). Inasmuch as the use of punishers inhibit, reduce, or control the future occurrence of an unacceptable behavior, the effects of punishers are limited. By itself, punishment will not teach desirable behavior or reduce the desire of misbehavior (Larrivee, 1992). Whereas the use of punishment remains a matter of individual choice, currently used punishers by classroom teachers include the following * Response cost. Time out. * Overcorrection. * Contingent exercise. * Aversive conditioning (Braaten et al. , 1988 Cuenin Harris, 1986). Questions such as whether, when, or if you great power use punishment will always be tainted with controversy. Whatever de cision you make, keep the following cautions in mind * Punishment should be used discriminately, rather than routinely. * It should be combined with positive procedures. * Punishment should be used only in response to repeated misbehavior for students who persist in the same kinds of misbehavior. It should be employed consciously and deliberately as a part of a planned response to repeated misbehavior. * Punishment should be used only when students are not responsive to reward-based interventions or praise/ignore strategies (Larrivee, 1992). * Punishment should be used only as a treatment of last utilize (Larrivee), and only after you have taken appropriate steps to ensure that the due process rights of students will not be violated and that the procedures will not cause psychological or emotional harm to the student.Final Thoughts There is no one plan fits all for determining how teachers should respond to the disruptive behavior of students with disabilities in inclusion settings . An initial starting point would include establishing classroom rules, defining classroom limits, setting expectations, clarifying responsibilities, and developing a meaningful and functional curriculum in which all students can receive learning experiences that can be differentiated, individualized, and integrated.Many publications describe effective classroom-based disciplinary strategies (Carter, 1993 Schloss, 1987), but few (Ayres Meyer, 1992 Carpenter McKee-Higgins, 1996 Meyer Henry, 1993 Murdick Petch-Hogan, 1996) address effective classroom-based disciplinary strategies for students with disabilities in inclusion settings. Classroom teachers can use a variety of strategies to discipline students with disabilities in inclusion settings.The approaches most likely to be successful combine humanistic and cognitive behavioral attributes and take into consideration the teachers diagnostic-reflective thinking and choice-making skills regarding the following * Students behavior. * Students disability. * Curriculum. * Instructional program. * Classroom environment. * Due process rights. In formulating a discipline plan, teachers must first clarify personal values in terms of acceptable and unacceptable classroom behavior.By setting classroom rules, defining limits, clarifying responsibilities, and developing a meaningful and functional curriculum, teachers can begin to build a system of discipline that will accentuate the positive behavior of all students. Finally, classroom teachers should contact appropriate administrators and seek information on administrative policies, rules, and regulations governing disciplinary practices for students with disabilities. Data Analysis Used The dull mean (WM) was used to obtain how the respondents agree about the different disruptive behavior in the classroom.It is also used to determine how effective are the recommendations on how teachers would discipline the students disruptive behavior in the classroom, while the c omposite mean (CM) was applied to determine how the respondents perceive all the disruptive behaviors and recommendations on how teachers would discipline the students disruptive behavior in the classroom. The scale used to analyze different disruptive behaviors in the classroom is presented here. Table I cranky ScoreWeighted Mean RangeVerbal adaptation 32. 00 2. 5 forever 21. 50 1. 9sometimes 11. 00 1. 49Never The scale used to determine the best recommendations on how teachers would discipline the students disruptive behavior in the classroom. Table II Raw ScoreWeighted Mean RangeVerbal Interpretation 54. 50 5. 00 Very Effective (VE) 43. 50 4. 49Effective (E) 32. 50 3. 49Undecided (U) 21. 50 2. 49Ineffective (I) 11. 00 1. 49 Very Ineffective (VI) Interpretation of Data 1. Different disruptive behaviors inside the classroom The following are the different disruptive behaviors in the classroom.Table I utilizes the weighted mean (WM) and composite mean (CM) to find out the most used/unused disruptive behavior inside the classroom. Table I Different Disruptive Behaviors inside the Classroom Different Disruptive Behaviors inside the Classroom WM VI R 1. Using cellular phones, iPods, MP3 players, laptops, etc, while class is in session 1. 94 Sometimes 1 2. Leaving to retrieve a soda or other snack items 1. 66 Sometimes 7 3. Leaving to engage in conversation (i. e. person-to-person or by phone) 1. 68 Sometimes 6 4.Talking while the instructor is talking 1. 92 Sometimes 2 5. Talking before being recognized by the instructor (i. e. blurting out information) 1. 86 Sometimes 3 6. Talking without permission during classroom instruction (i. e. side conversations with an individual or group) 1. 76 Sometimes 4 7. Sleeping in class 1. 26 Never 10 8. Reading a newspaper, doing homework from another class, etc. 1. 72 Sometimes 5 9. Arriving late on class, especially test dates 1. 34 Never 9 10. Persistent tardiness 1. 46 Never 8 Composite Mean (CM) 1. 66 As shown in the table the most used disruptive behavior in the classroom is using cellular phones, iPods, MP3 players, laptops, etc, while class is in session with a highest weighted mean of 1. 94, followed respectively by talking while the instructor is talking with a weighted mean of 1. 92, talking before being recognized by the instructor (i. e. blurting out information) with a weighted mean of 1. 86. While the most unused disruptive behavior in the classroom is sleeping in class with a weighted mean of 1. 26, followed respectively arriving late on class, especially test dates with a weighted mean of 1. 4, persistent tardiness with a weighted mean of 1. 46. Also the table shows that the respondents also agree to the all above mentioned disruptive behavior inside the classroom with a composite mean of 1. 66. 2. Teachers mode in Disciplining the Disruptive Behavior inside the Classroom The following are perceived best recommendations on how teachers would discipline the students disruptive behavior in the classroom. Table II utilizes the weighted mean and composite mean to determine the most effective recommendations on how teachers would discipline the students disruptive behavior in the classroom.Table II Teachers Way in Disciplining the Disruptive Behavior inside the Classroom Teachers Way in Disciplining the Disruptive Behavior inside the Classroom WM RI R 1. When caught using cellphone or other gadgets, confiscate it and after a week return it back to their parents 3. 74 E 8 2. When eating, teacher should send the student outside and let him/her stay outside for the solely class 3. 44 U 10 3. While the teacher is discussing his/her topic and he caught his/her students talking, teacher should stop talking and let that student talk. 3. 86 E 5 4. When a student is always late, give him/her pointless tasks 3. 6 E 9 5. Teacher should talk to his/her students about their disruptive behavior 3. 94 E 4 6. father direct eye contact to your clamant student 4. 08 E 2 7 . Teachers should talk to the parents of their students who did consistently disruptive behaviors 3. 78 E 7 8. Teachers should make agreements with his/her students regarding their disruptive behaviors 4. 1 E 3 9. Teachers should give their expectations at the beginning of the school year 3. 4 E 6 10. Teachers should give punishments appropriate to the disruptive behavior done by the student 4. 22 E 1 Composite Mean (CM) 3. 86 As shown in the table the most effective recommendation on how teachers would discipline the students disruptive behavior in the classroom is teachers should give punishments appropriate to the disruptive behavior done by the student with the highest weighted mean of 4. 22, followed respectively by make direct eye contact to your noisy student with a weighted mean of 4. 08.While the very ineffective recommendations on how teachers would discipline the students disruptive behavior in the classroom is when eating, teacher should send the student outside and le t him/her stay outside for the whole class with a weighted mean of 3. 44, followed respectively by when a student is always late, give him/her extra tasks with a weighted mean of 3. 6. Also the table shows that the respondents considered the all above mentioned recommendations as effective as how teachers should discipline the students disruptive behavior in the classroom with a composite mean of 3. 86. III.Summary and Recommendation This chapter presents the summary and recommendations profounded by the researcher in the light of the findings of this sudy. Summary This study dealt with the different disruptive behaviors in the classroom and recommendations on how teachers would discipline the students disruptive behavior in the classroom. Specifically, this sought to answer the following questions 1. What are the factors of the disruptive behavior in the classroom? 2. How does the teacher respond to the disruptive behavior in the classroom? 3. What implication can be drawn from the study conducted/ 4.What recommendation can be proposed on how teachers would discipline the students disruptive behavior in the classroom? Findings The following are the different disruptive behaviors inside the classroom that a student usually does. Items WM 1. Using cellular phones, iPods, MP3 players, laptops, etc, while class is in session 1. 94 2. Leaving to retrieve a soda or other snack items 1. 66 3. Leaving to engage in conversation (i. e. person-to-person or by phone) 1. 68 4. Talking while the instructor is talking 1. 92 5. Talking before being recognized by the instructor (i. e. lurting out information) 1. 86 6. Talking without permission during classroom instruction (i. e. side conversations with an individual or group) 1. 76 7. Sleeping in class 1. 26 8. Reading a newspaper, doing homework from another class, etc. 1. 72 9. Arriving late on class, especially test dates 1. 34 10. Persistent tardiness 1. 46 The following are the recommendations on how teachers would dis cipline the students disruptive behavior in the classroom. Items WM 1. When caught using cellphone or other gadgets, confiscate it and after a week return it back to their parents 3. 4 2. When eating, teacher should send the student outside and let him/her stay outside for the whole class 3. 44 3. While the teacher is discussing his/her topic and he caught his/her students talking, teacher should stop talking and let that student talk. 3. 86 4. When a student is always late, give him/her extra tasks 3. 6 5. Teacher should talk to his/her students about their disruptive behavior 3. 94 6. Make direct eye contact to your noisy student 4. 08 7. Teachers should talk to the parents of their students who did consistently disruptive behaviors 3. 78 8.Teachers should make agreements with his/her students regarding their disruptive behaviors 4. 1 9. Teachers should give their expectations at the beginning of the school year 3. 84 10. Teachers should give punishments appropriate to the disrup tive behavior done by the student 4. 22 Recommendations The following are the recommendations make in the light of the findings of this study 1. Teachers should send the student to the guidance councilor due to the mistakes they commit. 2. Teachers should be strict and serious on the disruptive behavior that a student causes inside the classroom. . Teachers should make an effective motivation for his/her student in able for them to lessen the disruptive behavior in the classroom. 4. Teachers should mark the student absent when the student is caught texting while the discussion is going on. 5. Teachers should give time to his/her students and talk about the disruptive behaviors they commit. He/she should explain to them the effects of the disruptive behavior that the students did inside the classroom. IV. Bibliography a. Books * Disruptive behavior Disorders in Children preaching Focused Assessment By Michael J.Breen and Thomas S. Altepeter * Behavioral Approach to Assessment of Yo uth with Emotional/Behavioral Disorders A Handbook for School-based Practitioners Michael J. Breen,Craig R. Fiedler * Treatment of Childhood Disorders Eric J. Mash,Russell A. Barkley * Disruptive Behavior Disorders in Children and Adolescents, Volume 18,Issue 2 Robert L. Hendren * Defiant Children A Clinicians Manual for Assessment and Parent training Russell A. Barkley b. Journals * The Modern Teacher. Manila link Of the Philippines, Inc. , 1986 * Journal for Research in Disruptive Behaviors.April 1986 c. Unpublished Materials Ocampo and Perez. Different Disruptive Behaviors Done by the Student inside a Classroom During the School course 1991 -1992. Unpublished Thesis. University of Santo Tomas 1992 d. Web Resources * http//www. teachervision. fen. com/classroom-discipline/resource/2943. html? * http//childparenting. about. com/od/disruptivebehaviorproblem/a/disruptivebehav. htm * http//www. livestrong. com/article/147291-what-is-disruptive-behavior-in-the-classroom/ * http//www. udc. edu/ccdc/disruptive. htm * http//oregonstate. du/studentconduct/faculty/disruptivebehavior. php * http//www. ehow. com/how_2181266_handle-disruptive-students-classroom. html * http//www. fullerton. edu/deanofstudents/judicial/New%20Content/Faculty%20Resources/Disruptive%20Classroom%20Behavior. pdf * http//saweb. memphis. edu/judicialaffairs/pdf/DisruptiveClassroomBehaviors. pdf * http//www. uky. edu/StudentAffairs/NewStudentPrograms/UK101/pdf/Disruptive. pdf V. Appendix Colegio ng Lungsod ng Batangas An Action Research on the Importance of Teachers Part in the Disruptive Behavior in the ClassroomDear Fourth Year Students This is being conducted in order to determine the importance of teachers part in the disruptive behavior in the classroom. The researchers are appealing for your consideration to finish this study. Answer the following honestly and truthfully, then return to us this questionnaire after answering. Rest assured that your information given here will be unploughe d confidentially. Part I Directions Fill up the following personal information Name Section Gender Age Address Part II Directions Tell how you frequently do the following disruptive behavior in he classroom. Answer this truthfully, put a check mark ( ) on the column that corresponds your answer. Questions Always Sometimes Never 1. Using cellular phones, iPods, MP3 players, laptops, etc, while class is in session 2. Leaving to retrieve a soda or other snack items 3. Leaving to engage in conversation (i. e. person-to-person or by phone) 4. Talking while the instructor is talking 5. Talking before being recognized by the instructor (i. e. blurting out information) 6. Talking without permission during classroom instruction (i. e. ide conversations with an individual or group) 7. Sleeping in class 8. Reading a newspaper, doing homework from another class, etc. 9. Arriving late on class, especially test dates 10. Persistent tardiness Part III. Directions Tel l how effective the teachers way in disciplining a students disruptive behavior. Answer this truthfully using the scale below. Put a check mark ( ) on the column that corresponds the number of scale. 5 very effective2 uneffective 4 effective1 very uneffective 3 undecided Questions 5 4 3 2 1 1.When caught using cellphone or other gadgets, confiscate it and after a week return it back to their parents 2. When eating, teacher should send the student outside and let him/her stay outside for the whole class 3. While the teacher is discussing his/her topic and he caught his/her students talking, teacher should stop talking and let that student talk. 4. When a student is always late, give him/her extra tasks 5. Teacher should talk to his/her students about their disruptive behavior 6. Make direct eye contact to your noisy student 7.Teachers should talk to the parents of their students who did consistently disruptive behaviors 8. Teachers should make agreements with his/her students regarding their disruptive behaviors 9. Teachers should give their expectations at the beginning of the school year 10. Teachers should give punishments appropriate to the disruptive behavior done by the student. Part IV Directions Write at least three recommendations that a teacher could use to discipline the disruptive behaviors inside the classroom that was not stated above. 1. 2. 3

Nonverbal Communication Essay

1.1 Identify the reasons volume communicate.There ar some(prenominal) reasons why people coomunicate in the work setting.* To promote relationships and offer support Arranging regular contact and building a shared system of support. * To maintain relationships As the practitioner, it is cardinal to be able to build and maintain a strong bond and trust in the midst of yourself and the child and also with the parents/carers. * To exchange information This could be vocal and non-verbal. Staff can exchange information in the form of handing over in settings such as respite care homes. Information can be exchanged by writing in communiction books. Practitioners and parents/carers also exchange information regularly. * To negotiate and liase with some others Early years managers will often liase with the parents/carers and also other professionals. * To channel penurys and feelings Children and young people should feel free to express their needs and feelings to adults. They should feel confident that we will ac inhabitledge them and try our best to meet their needs.1.2 beg off how discourse affects relationships in the work setting. Communictaion is the key to creating a positive working environment. Creating effectual relationships in the work setting allows you to support other people in times of need and vice versa.Read moreIdentify the different reasons why people communicateessay2.1 relieve how to establish the communication and oral communication needs,wishes and prefernces of individuals. As a practitioner, you havr to accomodate the individual needs,wishes and preferences of the people you encounter. Culture, vocabulary, Gender, Religion, disability and environment are all things that could becaome a communication barrier between the practitioner and other people. You need to be able to show empathy and deliberate support at the appropriate time. Take into account the individuals preferences and wishes and meet their needs as much as yo u can.2.2 delimit the factors to consider when promoting effective communication. There are many factors to consider when promoting effective face-to-face communication. A busy and noisy environment will deter effective communication, whereas, a quiet bespeak will allow the children and young people to feel more relaxed. Personal space also needs to be valued. existence too close whitethorn make the other person feel uncomfortable.2.3 Explain a range of communication methods and styles to meet individual needs. As mentioned before, communication is not only verbal, it is also non-verbal. Effective communication consists of listening, responding, questioning and come acrossing at the appropriate times and in the right manner. There are a range of methods we can use to communicate, such as* Facial expressions and eye contact* Body language* Tone of voice* Turn-takingIn order to know and choose which method is most effective, you have to throng into account their culture/religiou s beliefs, for example, as a muslim, eye contact is considered a form of disrespect.2.4 Explain how to respond to an individuals reactions when communicating. When communicating there are cues and signals the other person gives to us. We need to learn how to pick up and respond to those signals appropriately. There are a few points that can help, such as* Maintaining eye contact (if appropriate) considering each culture. * Maintaining an open posture Try to keep your body and hands svelte and relaxed. Nodding occasionally for positive support. * Showing that you are listening Giving the speaker brieg prompts to continue, such as yes or go on * Listening with united attention Give the speaker the time to talk. Do not interrupt. Allow them to finish. * Listen to what is not openly said The soeakers body language may give you a clue to their hidden feelings. These points allow you to be an active listener Active listening is when you are not only foc apply on what is macrocosm said, but alsothe feelings and emotions that are being expressed.3.1 Explain hwo people from different backgrounds may use and/or interpret communication methods in different shipway. bulk with different cultures and beliefs communicate in different ways. We need to have respect for their views and give them the confidence to express themselves freely and make choices without being judged or scrutinized. A person with confidence issues may struggle to express themselves. They should be encouraged to practice their communication skills with others but in their own pace. A childs family background may affect the way they communicate, as every childs home life is unique. This needs to be taken into consideration.3.2 Identify barriers to effective communication.There are a signifier of barriers to effective communication, such as * Environment A noisy setting with lack of privacy, or maybe a building which is not accessible to all, e.g wheelchair users. * Disabilty and damage Chi ldren with disabilities and impairments may communicate in different ways. Staff may have to be trained to recognize and familiarize themselves with this kind of communication barrier. * Additional language Enhlish may not be the mother tongue of every child. Practitioners need to support the child to develop an additional language which may only be applied in the setting. * Blocking the others contribution During face-to-face communication there are several facial expressions which may block the communication of the other person, such as yawning, fidgeting, a look of boredom etc.3.3 Explain ways to overcome barriers to communication.There are a variety of reasons why there may be a communication barrier. The key to overcoming barriers is identifying the particular problem and then you will be better prepared to overcome it. There are several things you can do to help overcome communication barriers. I speak clearly and maintain eye contact depending on religion, as some religions mark this offensive. I allow plenty of time for communication it is beta to give the other person your undivided attention and make them feel that their contribution is important to you.I put the other person at ease by keeping my body andhands relaxed and talking to them in a quiet place where we are less likely to be disturbed, if possible. I avoid making assumptions or judgements, I understand that some people have difficulty expressing themselves. I never assume that I know what they are trying to say and always check that I have understood.3.4 Explain strategies that can be employ to crystallise misunderstandings. Misunderstandings can cause lack of trust and resentment, both of which lead to flawed relationships. There are two practical techniques for checking understanding Paraphrasing Paraphrasing means using your own words plus the important main words of the other person, to check accurate understanding of wht he or she has just said. This allows the practitioner to c larify that he/she has understood what the other person has said, and the other person will have his/her story presented back to them clearly. Reflecting In this way, the emotional content of the message is explained. This helps the other person to understand and appreciate the effect the problem is having on his/her life. The practitioner will also be reflecting a feeling of empathy.3.5 Explain how to access superfluous support or services to enable individuals to communicate effectively. In the setting, there may be people who are unable to communicate as well as others. Practitioners need to know when to call in help from outside professionals. There are a few training courses that practitioners can also take part in that would help, such as Makaton, PECS, British sign language and signalong.4.1 Explain the meaning of the term confidentiality.Confidentiality means respecting the privacy of any information almost a child and his/her family. Confidentiality is very important whe n working in a children and young peoples setting. All practitioners need to practice confidentiality and not abuse this trust.4.2 Explain ways to maintain confidentiality in day to day communication. In some circumstances, confidentiality may have to be shared with your line manager. If you suspect that there may be a child protection issue, thiswill have to be shared with your manager in strict confidence. All parents should be aware of the settings policy and understand that certain things, such as, a childs dietary requirements or allergies will have to be shared with all staff to prevent any mishaps. There may be incidents discussed in work meetings. The children should not be identified and information shared should not be discussed beyond the group.4.3 Describe the potential tension between maintaining an individuals confidentiality and disclosing concerns.

Education Equity Essay

The constitution of the coupled Nations developmental, Scientific and Cultural Organization (UNESCO) was adopted by 20 countries at the London Conference in November 1945 and entered into effect on 4 November 1946. The Organization currently has 191 Member States and six Associate Members.The main objective of UNESCO is to fall in to peace and security in the world by promoting collaboration among nations done commandment, science, culture and communication in order to foster universal respect for justice, the territorial dominion of law, and the human rights and fundamental freedoms that be affirmed for the peoples of the world, without distinction of race, sex, language or religion, by the Charter of the United Nations.To fulfil its mandate, UNESCO performs five principal functions 1) prospective studies on schooling, science, culture and communication for tomorrows world 2) the advancement, transfer and sharing of knowledge through research, training and teaching activitie s 3) standard-setting actions for the preparation and adoption of internal instruments and statutory recommendations 4) expertise through technical co-operation to Member States for their development policies and projects and 5) the exchange of specialized information.UNESCO is headquartered in Paris, France. UNESCO Institute for Statistics The UNESCO Institute for Statistics (UIS) is the statistical office of UNESCO and is the UN depository for global statistics in the fields of reading, science and technology, culture and communication. UIS was established in 1999. It was created to improve UNESCOs statistical programme and to develop and deliver the timely, accurate and insurance-relevant statistics needed in straightaways increasingly complex and rapidly changing social, political and economic environments.UIS is based in Montreal, Canada. American Institutes for Research (AIR) Since its founding in 1946 as an independent, non-profit and non-partisan organization, the American Institutes for Research (AIR) has conducted more than 3,500 projects providing basic and use research, technical stay and management services to government agencies, non-profit organizations and private companies. AIRs work in fostering spans both the domestic and international areas, with the latter including extensive work in comparative bringing up and international development.1000 Thomas Jefferson Street NW Washington, DC 20007-3835 United States www. air. org. UNESCO Institute for Statistics P. O. Box 6128, Succursale Centre-Ville Montreal, Quebec H3C 3J7 Canada Tel (1 514) 343-6880 Fax (1 514) 343-5740 Email creationationsuis. unesco. org http//www. uis. unesco. org ISBN 92-9189-041-3 UNESCO-UIS 2007 Ref UIS/WP/06-03 Cover design JCNicholls Design Printed by ICAO Executive summary.The right to education has been recognised by the international community for the last half century and has led to increasing interest in the righteousness of countries education systems. How ever, the term rectitude is subject to a variety of interpretations. Most would agree that education systems that are equitable provide high-quality education to all children, regardless of their background or where they live. But from there, opinions diverge more or less what aspect of education should be distributed equitably to whom and about what levels of disparity are equitable or inequitable.Recognising the lack of a common language for discussing the come to the fore of justice in education, the UNESCO Institute for Statistics (UIS) undertook a study to bring together some of the diverse barbeles to loveliness and to provide a more systematic approach to conceptualising and measuring the justness of countries education systems. This study comes at an important time for policymakers, particularly in developing countries that are striving to attain the goal of Education for All.With appropriate tools in hand, policymakers will be in a better position to assess the virt ue of their education systems and to develop and implement policies and programmes to address the about critical related issues. This report presents the results of the study in three components. First, it provides a context for understanding the current interest in educational equity through a review of the evolution of international concerns about equity and previous efforts to define and judge equity more systematically.Second, it presents a framework for measuring educational equity, along with methods for comparing the equity of countries education systems using a set of standard statistical measures. Finally, it demonstrates the application of the framework in 16 of the largest, most-populous countries around the world. These take three countries in Africa (Egypt, Nigeria and reciprocal ohm Africa), five in Asia (Bangladesh, China, India, Indonesia and Pakistan), five in Latin America (Argentina, Brazil, Ecuador, Mexico and Peru), along with Canada, the Russian Federation and the United States.The empirical abstract conducted in this report centers on three specific objects of equity. One is a measure of access ( register ratios) and two are measures of resources allocated to education ( use of goods and services per disciple and student-teacher ratios). The framework is applied using two main principles of equity horizontal equity and equal educational fortune. horizontal equity examines disparities in access to education and resources for education inside countries, using selected measures of dispersion that reflect different concerns of education policy.Equal educational opportunity examines the relationship amongst wealthiness and the three objects of equity, as well as urban/rural differences in the provision of access to education and educational resources. iii educational Equity and in the earth eye(predicate) Policy In presenting the application of the equity framework, geographic regions within countries are employ as the unit of abridgment. In federal countries, these units are generally states, provinces and other political jurisdictions with authority over education in nonfederal countries, the units are usually the first administrative entity below the national level.The abridgment of horizontal equity focuses on disparities across these units in access and resources the analysis of equal educational opportunity relates regions wealth (measured as regional product per capita) and population density (a proxy for urban/rural location) with the objects of equity. Coefficients of correlation are used to measure the direction and size of these relationships. We recognise that regional disparities are not the primal concern of policymakers in all countries and that disparities based on gender, race/ethnicity and socioeconomic status may be more significant than geographic disparities.We, therefore, suggest that the analyses presented in the report should not be used as the sole substructure for judging wh ether a countrys education system is equitable or inequitable other analyses are needed to fully inform this issue. However, it is similarly important to note that geographic disparities are of great importance in many countries, particularly large federal countries, and that there is a long customs of research on this sack upic in both developing and developed countries. In the former, the focus has frequently been on access to education, with urban/rural disparities at the core of policy debates.In the latter, the focus has historically been on disparities in resources provided for public education in recent years, the emphasis has shifted to education outcomes, particularly learner achievement. We view the empirical work presented in this report as an extension of that stream of research. Selected findings from the study This study attempted to compare countries on key aspects of educational policy and to assess the coitus equity of their education systems, based on differen ces in access to education and the provision of educational resources in major geographic divisions.Before presenting some of the key findings, a few caveats are in order. First, the findings presented represent a single but important dimension of equity in education. Second, even within the analyses presented here, there is not complete consistency in countries rankings on all access and resource measures. Countries may rank highly on one measure of educational resources and not so well on another. Third, countries comparative rankings on educational equity may depend on the concourse of countries used in the comparisons.A different mix of countries could produce different determinations in our equity assessment. Finally, disparities within countries may often result from in be givened acts of policy (e. g. the provision of greater resources in poorer areas to compensate for their lack) that are producing the desired results. It is therefore important not to over-interpret the fin dings regarding geographical disparities and to conclude categorically that one countrys education system is more equitable than anothers. iv Educational Equity and Public Policy. level equity regional disparities tabularize A provides an overview of countries relative standing on horizontal equity, based on the three objects of equity examined in this study record ratios, expenditure per educatee and scholar-teacher ratios. Countries that fall at the fall of the rankings tend to have comparatively small disparities across regions countries in the infiltrate tend to have relatively large disparities while countries in the position tend to have moderate disparities relative to other countries.Based on these findings, we find the following Access to education Enrolment ratios Among the nine countries reporting enrolment ratios for both uncomplicated and inessential education, only Mexico has relatively small disparities at both education levels. Egypt and the Russian Feder ation have moderate disparities in access to indigenous and secondary education, while India and Brazil tend to have large regional disparities. Argentina and Peru have relatively small regional disparities in access to primary education and moderate disparities in secondary education, while the reverse is the case in South Africa.Indonesia has moderate disparities in access to primary education and relatively large disparities at the secondary level. Among countries only reporting primary enrolment ratios, disparities are relatively small in China and relatively large in Bangladesh and Pakistan. At the secondary level, disparities in enrolment ratios are relatively small in Canada and the United States. Educational resources Expenditure per pupil and pupil-teacher ratios Canada, Peru, South Africa and the United States prove the smallest interregional disparities in expenditure per pupil for primary and secondary education.Argentina, Brazil, Mexico and the Russian Federation f all in the middle set about, while China, Egypt and India have the largest disparities in expenditure per pupil across their regions. Overall, there is a strong correspondence mingled with countries rankings on regional disparities in expenditure per pupil and pupil-teacher ratios in primary and secondary education. Canada, Peru, South Africa and the United States are at or near the top of the rankings on both measures, Brazil and the Russian Federation are in the middle, with Egypt and India at the poop of the rankings. -v-.Educational Equity and Public Policy Disparities in pupil-teacher ratios in primary education are smallest in Argentina, Brazil, Indonesia, Mexico and Peru in the moderate range in Bangladesh, China, Ecuador and the United States and largest in Egypt, India, Nigeria and Pakistan. Disparities in pupil-teacher ratios at the secondary level show some similarities and some differences with primary education disparities are smallest in China, Indonesia, Mexico a nd Peru in the moderate range in Brazil, Ecuador, Egypt, Nigeria and the United States and largest in Argentina, India and Pakistan. Table A. orbit placements on horizontal equity analyses of enrolment ratios, expenditure per pupil and pupil-teacher ratios primary and secondary expenditure per pupil middle * middle top stinker * underside bottom * middle * * top middle top top Primary and secondary pupilteacher ratio bottom * middle top middle middle bottom bottom middle top bottom middle top middle top top Country Argentina Bangladesh Brazil Canada China Ecuador Egypt India Indonesia Mexico Nigeria Pakistan Peru Russian Federation South Africa United States * Not available. Primary enrolment ratio top bottom bottom * top * middle bottom middle top * bottom top middle middle *.Secondary enrolment ratio middle * bottom top * * middle bottom bottom top * * middle middle top top Primary pupilteacher ratio top middle top * middle middle bottom bottom top top bottom bottom top * * mi ddle Secondary pupilteacher ratio bottom * middle * top middle middle bottom top top middle bottom top * * middle vi Educational Equity and Public Policy Equal educational opportunity Table B provides a summary of findings from the analysis of educational opportunity using the relationship between regional wealth and regional enrolment ratios, expenditure per pupil and pupil-teacher ratios.In the table, a dash (-) signifies that countries tend to have lower enrolment ratios, lower expenditure per pupil or lower pupil-teacher ratios in wealthier regions and a overconfident sign (+) signifies that countries tend to have higher enrolment ratios, higher expenditure per pupil or higher pupilteacher ratios in wealthier regions. An asterisk (*) is used in instances where a country does not have a consistent relationship between regional wealth and a given measure. Where the relationships are strongly positive or negative (greater than +0. 50 or less than -0.50), there are no additions t o the designated signs. However, parentheses are used to indicate relationships that are statistically weak (between -0. 50 and -0. 25 or between 0. 25 and 0. 50). Access to education Enrolment ratios Egypt, Mexico and Peru perform most poorly on this dimension of equity, with moderate to strong positive relationships between regional wealth and enrolments ratios in both primary and secondary education. In Argentina, Brazil, Canada, India, Indonesia, South Africa and the United States, wealthier regions also tend to have higher enrolment ratios in secondary education.Poorer regions tend to have higher enrolment ratios in primary education in four countries Argentina, Brazil, India and South Africa. However, India is the only country where the relationship is strong. Educational resources Expenditure per pupil and pupil-teacher ratios Wealthy regions tend to provide greater expenditure per pupil for primary and secondary education in the 10 countries with available data. The relat ionships are strong in Argentina, Brazil, Canada, China, South Africa and the United States, and moderate in Egypt, Mexico, Peru and the Russian Federation.Higher expenditure results in lower primary and secondary pupil-teacher ratios in wealthier regions in seven of these countries Argentina, Brazil, Canada, China, Egypt, India and Peru. Wealthier regions also tend to have lower pupil-teacher ratios in primary education in Argentina, Brazil, China, Egypt, India and Peru. The same pattern is found in secondary education in these six countries, as well as in Mexico. vii Educational Equity and Public Policy Table B.Findings from the analysis of equal educational opportunity The relationship between regional wealth and regional enrolment ratios, expenditure per pupil and pupil-teacher ratios Primary and secondary expenditure per pupil + + + + (+) * n/a (+) n/a (+) (+) + + Primary and secondary pupil-teacher ratio (-) (-) (-) (-) * * * * * * Country Argentina Brazil Canada China E gypt India Indonesia Mexico Nigeria Peru Russian Federation South Africa United States Primary enrolment ratio (-) n/a (+) (+) * (+) n/a (+) * (-) n/a Secondary enrolment ratio + + + n/a (+) (+) (+) (+) n/a + * (+) +.Primary pupilteacher ratio (-) n/a (-) (-) (-) * (+) * (-) n/a n/a * Secondary pupilteacher ratio (-) (-) n/a (-) (-) (-) * (-) * (-) n/a n/a * n/a Data not available. * Not a statistically significant relationship (correlation between -0. 25 and +0. 25). viii Educational Equity and Public Policy Table of contents Page Executive summary iii Acknowledgements .13 1. 2. Introduction .. 15 Contextualising and defining educational equity 17 I. Efforts to support educational rights and equity.. 17 A. The United Nations .. 17 B. Other international efforts.. 18 C. Efforts to measure equity.. 19 II. Developing a framework to measure equity in education .. 20 The equity framework . 22 I. Targets of equity concerns 22 II. Objects 22 A. Access and progression.23 B. Resources . 23 C. Results 23 III. Equity principles . 24 A. Horizontal equity 24 B. Vertical equity . 24 C.Equal educational opportunity (EEO) .. 25 IV. Measuring equity 26 A. Measures of horizontal equity . 26 1. Range ratio .. 27 2. McLoone Index/adjusted McLoone Index . 27 3. Coefficient of variation 28 4.Gini coefficient 28 B. Measures of vertical equity .. 30 C. Measures of equal educational opportunity.. 30 V. Overview 31 Application of the equity framework enrolment ratios 32 I. Introduction to the analysis32 A. Countries selected for analysis .. 32 B. Presentation of the analyses 36 II. Enrolment ratios . 37 A. Horizontal equity analysis . 38 1. Primary education. 38 2.Secondary education .. 40 B. Equal educational opportunity. 43 1. regional wealth and enrolment ratios. 43 2. Regional population density and enrolment ratios 44 C. Horizontal equity and equal educational opportunity 45 3. 4. -9- Educational Equity and Public Policy 5. Application of the equity framework Expendi ture per pupil .47 I. Horizontal equity analysis.. 47 A. Composite rankings . 49 B. Consistency of rankings on equity measures.. 50 II. Equal educational opportunity . 51 A. Regional wealth and expenditure per pupil .. 51 B. Regional population density and expenditure per pupil..52 III. Horizontal equity and equal educational opportunity 53 IV. Changes in horizontal equity 54 V. Changes in equal educational opportunity 56 A. Regional wealth and expenditure per pupil .. 56 B. Regional population density and expenditure per pupil.. 57 Application of the equity framework Pupil-teacher ratios . 58 I.Horizontal equity analysis.. 58 A. Primary education . 60 1. Composite rankings . 61 2. Consistency of rankings on equity measures . 62 B. Secondary education .. 63 1. Composite rankings .63 2. Consistency of rankings on equity measures . 65 C. Combined primary and secondary education.. 66 1. Composite rankings . 67 2. Consistency of rankings on equity measures . 68 D. Consistency of rank ings on horizontal equity in primary, secondary and feature primary and secondary education .. 69 II. Equal educational opportunity .70 A. Regional wealth and pupil-teacher ratios .. 70 B. Regional population density and pupil-teacher ratios.. 72 III. Horizontal equity and equal educational opportunity 73 A. Primary education . 73 B. Secondary education .. 74 C. Combined primary and secondary education.. 75 D.Summary of findings 76 IV. Changes in horizontal equity 78 A. Primary education . 78 B. Secondary education .. 80 C. Primary and secondary education. 81 D. Summary of findings 82 V. Changes in equal educational opportunity 84 A. Regional wealth and pupil-teacher ratios .. 84 B. Regional population density and pupil-teacher ratios.. 85 Sources, methods and technical notes .. 87 References. 105 Glossary..113 Equity-related education laws, policies and research in core countries.. 118 10 6. Appendix 1. Appendix 2. Appendix 3. Appendix 4. Educational Equity and Public Polic y Tables Page 3. 1 3. 2 3. 3 4. 1 4. 2 4. 3 4. 4 4. 5 4. 6 4. 7 4. 8 4. 9 5. 1 5. 2 5. 3 5. 4 5. 5 5. 6 5. 7 6. 1 6. 2 6. 3 6. 4 6. 5 6. 6 6. 7 6. 8 6. 9 6. 10 6. 11 6. 12 6. 13 6. 14 6. 15 6. 16 6. 17 6. 18 Types of objects ..22 Illustration of Gini coefficient distribution of pupil-teacher ratios for country A 29 Illustration of Gini coefficient distribution of pupil-teacher ratios for country B 30 Type of government, name of regions and procedure of regions in countries.. 33 Population and area of countries 33 Gross product per capita and population density35 field of study primary enrolment ratios .. 38 Horizontal equity measures of primary enrolment ratios. 39 Ranking order on horizontal equity measures of primary enrolment ratios .. 39 National secondary enrolment ratios. 41 Horizontal equity measures of secondary enrolment ratios ..41 Ranking order on horizontal equity measures of secondary enrolment ratios. 42 National public combined primary and secondary expenditure per pupil .. 48 Horizontal equity measures of public combined primary and secondary expenditure per pupil. 48 Ranking order on horizontal equity measures of public combined primary and secondary expenditure per pupil . 49 Change in national average public primary and secondary expenditure per pupil 55 Horizontal equity measures of public primary and secondary expenditure per pupil, 1995 and 2002 . 55 correlation coefficient between GRP per capita and public combined primary and secondary expenditure per pupil, 1995 and 2002.. 56 Correlation between regional population density and public combined primary and secondary expenditure per pupil, 1995 and 2002..57 National public primary pupil-teacher ratios .. 59 National public secondary pupil-teacher ratios 59 Horizontal equity measures of public primary pupil-teacher ratios 60 Ranking order on horizontal equity measures of public primary pupil-teacher ratios .. 60 Horizontal equity measures of public secondary pupil-teacher ratios.. 63 Ranking order on horizontal equity measures of public secondary pupil-teacher ratios 63 Horizontal equity measures of public combined primary and secondary pupil-teacher ratios. 66 Ranking order on horizontal equity measures of public combined primary and secondary pupil-teacher ratios . 66 Correlation between GRP per capita and public pupil-teacher ratios ..71 Correlation between regional population density and public pupil-teacher ratios.. 72 Change in national average public primary pupil-teacher ratios . 79 Horizontal equity measures of public primary pupil-teacher ratios, 1995 and 2002 . 79 Change in national average public secondary pupil-teacher ratios .. 80 Horizontal equity measures of public secondary pupil-teacher ratios, 1995 and 2002 ..81 Change in national average public combined primary and secondary pupil-teacher ratios . 81 Horizontal equity measures of public combined primary and secondary pupil-teacher ratios, 1995 and 2002.. 82 Correlation between GRP per cap ita and public pupil-teacher ratios, 1995 and 2002 84 Correlation between regional population density and public pupil-teacher ratios, 1995 and 2002 .86 11 Figures Page 3. 1 3. 2 3. 3 3. 4 4. 1 4. 2 4. 3 4. 4 4. 5 5. 1 5. 2 5. 3 5. 4 5. 5 6. 1 6. 2 6. 3 6. 4 6. 5 6. 6 6. 7 6. 8 6. 9 6. 10 6. 11 6. 12 6. 13 6. 14 Objects and targets of equity 23 interpret horizontal equity measures .. 27 Illustration of the Gini coefficient .29 Overview of the equity framework.. 31 Primary enrolment ratio ranking orders on horizontal equity measures . 40 Secondary enrolment ratio ranking orders on horizontal equity measures 42 Correlation between GRP per capita and primary and secondary enrolment ratios 43 Correlation between population density and primary and secondary enrolment ratios ..44 Country positions on horizontal equity and equal educational opportunity measures of enrolment ratios in primary (P) and secondary (S) education 45 Average rankings on horizontal equity measures of public c ombined primary and secondary expenditure per pupil . 50 Public combined primary and secondary expenditure per pupil ranking orders on horizontal equity measures .51 Correlation between GRP per capita and public combined primary and secondary expenditure per pupil . 52 Correlation between regional population density and public combined primary and secondary expenditure per pupil . 53 Country positions on horizontal equity and equal educational opportunity measures of expenditure per pupil in public combined primary and secondary education.