Forming Conscious Discipline Among Students of Higher Educational Institutions

The article deals with forming conscious discipline among students of higher educational institutions, as well as defines the criteria for assessing the development of discipline. The research object of the present work is the process of educating conscious discipline among students of higher educational institutions. The authors used the following methods in the article. Firstly, the analysis of literature sources made it possible to single out the main theories that were taken as the basis for the study. Secondly, the surbey method of conversation allowed the authors to identify the main problems of the relationship between students and teachers, as well as the reasons for the violation of discipline. Thirdly, the authors used the observation method, which helped to determine the relationship and actions of students in the group. This made it possible to more objectively identify the causes of conflicts and develop proposals for their resolution. The authors also studied special methodological literature on improving student discipline, which allowed them to propose measures to increase students’ motivation in the formation of conscious discipline. According to the authors, purposefulness, objectivity and pedagogically expedient actions of teachers, and their communication with students are the leading conditions that ensure the parenting of conscious discipline.

Impact of Conscious Discipline on Teacher Efficacy and Burnout: Perspectives for Elementary Teachers

This study examined the impact of Conscious Discipline® on Michigan elementary teachers’ perceptions of their self-efficacy and burnout levels. Teachers completed a survey of the Teacher Sense of Efficacy Scale (TSES) and Maslach’s Burnout Inventory (MBI) and were observed using a fidelity instrument (Rain, 2014) by the researcher five months after the adoption of Conscious Discipline® school-wide in the treatment group (n = 12). The control group (n = 15) was matched with similar student population demographics, and the same surveys and fidelity instrument (Rain, 2014) were used. Results from this study found no statistical significance in the TSES or MBI scores between those in treatment and control groups. Additionally, no statistical significance was found in the observed implementation level of Conscious Discipline® and efficacy or burnout scores.

Emerging Conflicts in the Doctrines of Public Administration

As a self-conscious discipline among the cluster of specialties or “fields” encompassed by political science, public administration came late and grew fast. Its recent arrival and rapid growth sometimes obscure the fact that its origins are to be found in a process of experimentation with governmental structure that long preceded the appearance of public administration as a subject of systematic study and is likely to continue as long as the nation exists. This process of experimentation goes on vigorously today, and the development of new forms is generating discord more profound and far-reaching than any that has ever hitherto divided students of public administration. It is with the sources and significance of that discord that this paper is concerned.The central thesis of this paper is that an examination of the administrative institutions of this country suggests that they have been organized and operated in pursuit successively of three values, here designated representativeness, neutral competence, and executive leadership.