ABSTRACT
This chapter focuses on issues of classroommanagement and discipline in themulticultural and heterogeneous classrooms in present-day Israel, reflecting massive immigration over the years. We start with a conceptual framework guiding our discussion and move to features of existing multicultural classrooms. We trace the development of management and discipline regulations in the Israeli centralized school system, noting the implications for cultural dissonance with diverse student populations. A special part of the chapter presents research focused on issues of discipline in multicultural classrooms as perceived by teachers, students, and parents. After briefly discussing how teachers are prepared for multiculturalism in current schools, we conclude by linking theoretical perspectives with research findings. We focus on the Jewish sector because most immigration in the last 15 years occurs in this context. New immigrants from the former Soviet Union and Ethiopia currently constitute a highly significant part of the school population.
