Does School Safety and Classroom Disciplinary Climate Hinder Learning? Evidence from the MENA Region

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...

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Main Authors:	Cahu, Paul, Quota, Manal
Format:	Working Paper
Language:	English
Published:	World Bank, Washington, DC 2019
Subjects:	EDUCATION VIOLENCE CLASSROOM MANAGEMENT SCHOOL SAFETY CLASSROOM DISCIPLINE TEACHING PRACTICES TEACHER-STUDENT RELATIONS LEARNING ENVIRONMENT
Online Access:	http://documents.worldbank.org/curated/en/605511555526277719/Does-School-Safety-and-Classroom-Disciplinary-Climate-Hinder-Learning-Evidence-from-the-MENA-Region http://hdl.handle.net/10986/31564

id	okr-10986-31564
recordtype	oai_dc
spelling	okr-10986-315642022-09-19T12:16:44Z Does School Safety and Classroom Disciplinary Climate Hinder Learning? Evidence from the MENA Region Cahu, Paul Quota, Manal EDUCATION VIOLENCE CLASSROOM MANAGEMENT SCHOOL SAFETY CLASSROOM DISCIPLINE TEACHING PRACTICES TEACHER-STUDENT RELATIONS LEARNING ENVIRONMENT 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. 2019-04-18T21:02:54Z 2019-04-18T21:02:54Z 2019-04 Working Paper http://documents.worldbank.org/curated/en/605511555526277719/Does-School-Safety-and-Classroom-Disciplinary-Climate-Hinder-Learning-Evidence-from-the-MENA-Region http://hdl.handle.net/10986/31564 English Policy Research Working Paper;No. 8822 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Publications & Research Publications & Research :: Policy Research Working Paper Middle East and North Africa Middle East North Africa
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
language	English
topic	EDUCATION VIOLENCE CLASSROOM MANAGEMENT SCHOOL SAFETY CLASSROOM DISCIPLINE TEACHING PRACTICES TEACHER-STUDENT RELATIONS LEARNING ENVIRONMENT
spellingShingle	EDUCATION VIOLENCE CLASSROOM MANAGEMENT SCHOOL SAFETY CLASSROOM DISCIPLINE TEACHING PRACTICES TEACHER-STUDENT RELATIONS LEARNING ENVIRONMENT Cahu, Paul Quota, Manal Does School Safety and Classroom Disciplinary Climate Hinder Learning? Evidence from the MENA Region
geographic_facet	Middle East and North Africa Middle East North Africa
relation	Policy Research Working Paper;No. 8822
description	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.
format	Working Paper
author	Cahu, Paul Quota, Manal
author_facet	Cahu, Paul Quota, Manal
author_sort	Cahu, Paul
title	Does School Safety and Classroom Disciplinary Climate Hinder Learning? Evidence from the MENA Region
title_short	Does School Safety and Classroom Disciplinary Climate Hinder Learning? Evidence from the MENA Region
title_full	Does School Safety and Classroom Disciplinary Climate Hinder Learning? Evidence from the MENA Region
title_fullStr	Does School Safety and Classroom Disciplinary Climate Hinder Learning? Evidence from the MENA Region
title_full_unstemmed	Does School Safety and Classroom Disciplinary Climate Hinder Learning? Evidence from the MENA Region
title_sort	does school safety and classroom disciplinary climate hinder learning? evidence from the mena region
publisher	World Bank, Washington, DC
publishDate	2019
url	http://documents.worldbank.org/curated/en/605511555526277719/Does-School-Safety-and-Classroom-Disciplinary-Climate-Hinder-Learning-Evidence-from-the-MENA-Region http://hdl.handle.net/10986/31564
_version_	1764474613820030976

Does School Safety and Classroom Disciplinary Climate Hinder Learning? Evidence from the MENA Region

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