Discipline in Schools: Assessing the Positive Alternative Invitational Discipline Approach
Bibliographic record
Abstract
The study investigated whether positive alternative discipline approaches have improved the culture of teaching andlearning in South Africa. The implementation of positive alternative discipline approaches encountered difficultiesand challenges that plunged schools into crisis. The culture of teaching and learning subsequently deteriorated overthe past years, notwithstanding various disciplinary interventions. Three hundred and thirty-three teachers of schoolsin the Mpumalanga province of South Africa participated in this quantitative survey. The questionnaires providedvalid responses and an official statistician analysed and tested them using the Cronbach alpha coefficient to establishacceptable reliability. Findings reported the teachers’ unwilling to implement alternative disciplinary approachesimposed upon them. Therefore, the study recommended the creation of a positive invitational framework flexibleenough to accommodate differences among schools to improve the culture of teaching and learning. Thisrecommended framework, customised based on the lived experiences of teachers, must become a mandatorycomponent of a continuous review process for disciplinary improvement to occur.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.014 | 0.033 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".