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Abstract The effectiveness of various management strategies has been of central concern in academic and educational debates on the role and nature of classroom discipline. Educational theorists and researchers have put forth a range of different models, each of which incorporates the use of a number of strategies. This article reports on a study that seeks to investigate the gamut of these strategies pragmatically and considers their affects on a range of factors, such as levels of student responsibility, misbehaviour, relationship with teachers, and connection to school. Analysis of the results offered in this article supports the judicious use of a combination of strategies involving the use of hinting, involvement, discussion, and recognition and rewards. The discussion focuses primarily on the benefits that can be achieved through a regulated process of positive discipline strategies, through which teachers and students can develop mutual respect and trust. Keywords: classroom managementeducational researchinclusive educationprofessional developmentteacher student relationship Acknowledgements The research project reported in this paper was jointly funded by VicHealth and the Australian Research Council, to whom the authors are grateful.
Roache et al. (Sat,) studied this question.