Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

Thesis (M. Soc. Sc.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 165-169).

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2000. / Includes bibliographical references.

Thesis (M.Soc.Sc.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 165-169) Also available in print.

Targeted school violence (TSV) in the United States is increasing, causing a loss of innocent lives and challenges for teachers and students in building rapport. In addition, TSV increases levels of anxiety and makes it difficult for parents and community members to believe students are safe while at school. Several studies have highlighted the fact that age may be a factor in school shootings, calling for future research to determine if age is indeed influential. The problem is to date age has not been established as a predictive factor, even though the extant research is beginning to identify possible variances. Guided by general strain theory and ceremonial violence, this study determined statistical significance between age and select variables in the personal, event, and ecological categories. This information could be illuminating to educators, mental health professionals, and law enforcement for threat assessment purposes. The information was gathered on all TSV members within the United States from 1966 to 2015 through archival data, and the data were analyzed using logistic regression, Pearson's correlation, and Spearman's correlation. Results indicated that, as age increases, the offenders are more likely to have a higher social status, have a mental health and criminal history, carry out their act in the afternoon, and choose a knife as a weapon. In addition, older offenders are less likely to be students and less likely to have been bullied. Implications for social change include modifications to current threat assessment protocol regarding weapon choice and previous mental health or criminal history, which could be utilized to change public policy for mandatory reporting of students identified as at risk. Also, younger offenders are being bullied more often than older offenders and this could add more awareness to antibullying program procedure and earlier mental health intervention.

This is a case study about young children's discourses about violence. The young children in this study attend a school that is situated in the suburb of Newlands East, previously restricted to so-called 'Coloured' persons. The area is known for its propensity for violence, and in schools teachers have to deal with many acts of violence on a daily basis. The study is premised on two ideas: one, that from young children's discourse on violence it might be possible to access their experiences, feelings, and fears about violence in schools; and two, young children are important sources of information in trying to understand our social order. The methodology entailed one focus group discussion with a group of Grade Five students. Three boys and seven girls were selected. Selection was based on their ability to express themselves clearly and their willingness to participate voluntarily. All participants were 'Coloured'. The facilitator of the focus group discussion was a Grade Seven student; this was to ensure that the children's responses would not be influenced by the presence of an adult. The findings are organized under two subheadings: what young children say about violence and what they say causes violence. The participants indicated that the following constitute violence: teasing, swearing, name-calling, bullying, betrayals, competitiveness, fighting, jealousy, stealing, hitting, racism, homosexuality, physical abuse and sexual abuse. They have identified the following as causes of violence: teachers, friends, physical characteristics, the home, prefects, rivalry and sexuality. Emergent findings suggest that young children's discourses are markedly different to adult discourses and provide key insights when trying to understand violence in schools from a child's vantage point. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2010.

Thesis (Ed.D.)--Teachers College, Columbia University, 1994. / Includes tables and appendices. Typescript; issued also on microfilm. Sponsor: Frank L. Smith. Dissertation Committee: Jeannette E. Fleischner. Includes bibliographical references (leaves 173-181).

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2004. / Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 112-118).