| dc.contributor.author | Gagnon, Joseph Calvin | |
| dc.contributor.author | Sylvester, Frederick J. | |
| dc.contributor.author | Marsh, Kathryn | |
| dc.date.accessioned | 2022-02-14T13:50:09Z | |
| dc.date.available | 2022-02-14T13:50:09Z | |
| dc.date.issued | 2021 | |
| dc.identifier.citation | Gagnon, J. C. et al. (2021). Alignment of school discipline with positive behavioural interventions and supports: The case of one disadvantaged urban South African Primary School. South African Journal of Childhood Education, 11(1), a1022. https://doi.org/ 10.4102/sajce.v11i1.1022 | en_US |
| dc.identifier.issn | 2223-7682 | |
| dc.identifier.uri | https://doi.org/ 10.4102/sajce.v11i1.1022 | |
| dc.identifier.uri | http://hdl.handle.net/10566/7250 | |
| dc.description.abstract | Positive behavioural interventions and supports (PBIS) is a framework that
aligns with the South African Department of Education’s Alternatives to Corporal Punishment.The aim of this study is to provide a snapshot of the extent to which policies and practices
in a disadvantaged South African primary school align with PBIS.The study was conducted at a South African primary school with grades kindergarten
to Grade 7 in an urban disadvantaged community. | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | AOSIS | en_US |
| dc.subject | Disadvantaged schools | en_US |
| dc.subject | Positive behavioural interventions | en_US |
| dc.subject | Prevention | en_US |
| dc.subject | Learner behaviour | en_US |
| dc.subject | South Africa | en_US |
| dc.title | Alignment of school discipline with positive behavioural interventions and supports: The case of one disadvantaged urban South African Primary School | en_US |
| dc.type | Article | en_US |
