Corporal Punishment in Schools and its Effect on Academic Success
Among the four witnesses to the Subcommittee was Donald E. Greydanus, M.D., FAAP, of Michigan State University's Kalamazoo Center for Medical Studies, who stated in his written testimony,
"...Research notes that corporal punishment [defined as the intentional application of physical pain as a method of behavior change - see testimony for specific named practices and citations] constructs an environment of education that can be described as unproductive, nullifying, and punitive. Children become victims, and trepidation is introduced to all in such a classroom. There is a limited (if any) sense of confidence and security; even those children who witness this type of abuse are robbed of their full learning potential...
It is critical that teachers receive adequate training and resources to help them effectively maintain classroom control without resorting to violent or aggressive techniques.2 One way to accomplish this is to provide teachers, both during pre-service and in-service training, with the ability to employ behavior management techniques that promote pro-social classroom interactions among the students; this would also promote a positive learning environment for those students..."
The other witnesses were Jana Frieler, President-Elect of the National Association of Secondary School Principals; Wynell Gilbert, a high-school teacher testifying on behalf of the Jefferson County Federation of Teachers; and Linda Pee, a Mississippi parent. All of the witnesses testified against the use of corporal punishment.
It is reported that currently there is no U.S. federal regulation on corporal punishment in schools although thirty states have prohibited the practice. The twenty remaining states are primarily in the South. A recent Washington Post article reports that the Chairperson of the Subcommittee, Representative Carolyn McCarthy, plans to introduce in a matter of weeks a resolution to ban the use of corporal punishment in U.S. Schools.
Among the citations and references supplied to the Subcommittee by Dr. Greydanus were,
- Cameron, J, & Pierce, W.D. (1993). Reinforcement, reward, and intrinsic motivation: A meta-analysis. Reviews of Educational Research, 64(3), 363-423.
- Sulzer-Azaroff, B., & Mayer, G. R. (1977). Applying behavior-analysis procedures with children and youth. New York: Holt, Rinehart and Winston.
- Sulzer-Azaroff, B., & Mayer, G. R. (1986). Achieving educational excellence: Using behavioral strategies. New York: Holt, Rinehart & Winston.
Corporal Punishment in Schools and its Effect on Academic Success
Healthy Families and Communities Subcommittee Hearing 10:00 AM, April 15, 2010 2175 Rayburn H.O.B
Washington, DC
You Tube channel of the House Committee on Education & Labor
ACLU/HRW Statement on Corporal Punishment in Public Schools for Healthy Families and Communities Subcommittee Hearing
April 15, 2010
Past related posts
Wednesday, April 14, 2010
Federal news: Congressional Committees focus on ESEA overhaul; advocates warming up to urge passage of Restraint & Seclusion bills in Senate HELP Committee
© 2010 Regina G. Claypool-Frey
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