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A Framework of Principles and Best Practice for Managing Student Behaviour in the Australian Education Context

Edith Cowan University, Perth, Western Australia, t.dejong{at}ecu.edu.au

Public opinion over the past 30 years consistently rates lack of discipline in public schools in the USA to be the biggest problem communities have to contend with (Charles, 1999). Similar concerns are apparent in Australia. The issue of student behaviour was raised at the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) in 2002. The Council recognized that behavioural problems were both ongoing and growing and were of major concern nationally. Consequently, the Student Behaviour Management Project was established. This article briefly describes the aim, research process and outcome of this project. It reports on the core principles and key characteristics of best practice that were identified and the predominant models and approaches of student behaviour management that appear to inform best practice across Australia. Of what relevance is this project to school psychology? The effective management of student behaviour is arguably the business of school psychology practice in many countries around the world. This article is intended to contribute to international perspectives and debate on contemporary theories, principles and best practice associated with the effective management of student behaviour.

Key Words: Australian education context • best practice • student behaviour management • student discipline

School Psychology International, Vol. 26, No. 3, 353-370 (2005)
DOI: 10.1177/0143034305055979


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