Does School Safety and Classroom Disciplinary Climate Hinder Learning? : Evidence from the MENA Region / Cahu, Paul Marie Michel.

Format:

• Book
• Government document

Author/Creator:

• Cahu, Paul Marie Michel.

Contributor:

• Cahu, Paul Marie Michel.
• Quota, Manal Bakur N.

Series:

• Policy research working papers.
• World Bank e-Library.

Language:

English

Subjects (All):

• Classroom Discipline.
• Classroom Management.
• Classroom Violence.
• Education.
• Effective Schools and Teachers.
• Learning Outcomes.
• School Safety.
• Teacher-Student Relations.
• Teaching Practices.

Local Subjects:

• Classroom Discipline.
• Classroom Management.
• Classroom Violence.
• Education.
• Effective Schools and Teachers.
• Learning Outcomes.
• School Safety.
• Teacher-Student Relations.
• Teaching Practices.

Physical Description:

1 online resource (18 pages)

Other Title:

Does School Safety and Classroom Disciplinary Climate Hinder Learning?

Place of Publication:

Washington, D.C. : The World Bank, 2019.

System Details:

data file

Summary:

School safety and classroom disciplinary climate have a direct impact on teachers' ability to teach and students' ability to learn. School safety and classroom disciplinary climates have been declining in the Middle East and North Africa region, as is demonstrated in this paper using data from the Trends in Mathematics and Science Study and the Progress in International Reading Literacy Study. The paper then moves on to untangle how disruptive learning environments can have negative impacts on student learning outcomes. Thus, the objective of the paper is to analyze the determinants associated with disrupted learning environments, at the school and classroom levels, in the Middle East and North Africa region and to uncover the impacts these environments have on student learning outcomes. This information will provide policy makers with evidence on disrupted learning environments while offering some recommendations on how these conditions can be improved.