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

Made available in DSpace on 2014-06-11T19:25:58Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-01-31Bitstream added on 2014-06-13T19:12:44Z : No. of bitstreams: 1 souza_caf_me_prud.pdf: 618095 bytes, checksum: cb57042aed7e634f27fc7cbac6642cda (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O presente estudo foi construído no âmbito da Linha de Pesquisa Políticas Públicas, Organização Escolar e Formação de Professores e teve por objetivo investigar a existência de modelos de resolução de conflitos, principalmente envolvendo o Professor Mediador Escolar e Comunitário numa escola da rede pública do interior de São Paulo. As mais diversas tentativas de enfrentamento das questões referentes à violência e indisciplina dentro das escolas e a possibilidade de existir ou não, práticas e ações restaurativas, políticas públicas e legislação sobre o assunto envolvem a preocupação deste pesquisador. O espaço escolar divide com a família a obrigação da formação e da educação, sendo atualmente a principal responsável pelo desenvolvimento ou não das pessoas, ou pelo menos assim é vista. A indisciplina e a violência na escola precisam ser estudadas, entendidas e divulgadas de forma simples, de fácil compreensão para que o seu enfrentamento, aliando educadores, pais e Estado, possa acontecer de forma efetiva e diversificada, se adequando a cada espaço escolar e assim, desenvolvendo políticas públicas que atendam as necessidades existentes. A análise e as experiências da utilização de meios alternativos e do projeto referente ao professor mediador escolar e comunitário como possíveis soluções de conflitos nas escolas poderá expandir a criação e explicitação de novas e viáveis alternativas dessa solução dos problemas existentes nas escolas. O atual panorama existente dentro da escola, bem como a possibilidade de atuação e comprometimento do meio escolar com o projeto do professor mediador pode revelar uma ação nova que tende a ser algo diferente na resolução dos conflitos existentes, bem como na... / The present study was constructed as part of the Research Line Public Policy, School Organization and Teacher Training and aimed to investigate the existence of models of conflict resolution, mainly involving School and Community Mediator Teacher in a public school in the interior of Sao Paulo. The most diverse attempts to cope with issues of violence and indiscipline in schools and the possibility of existing there, or not, restorative practices and actions, public policies and legislation on the subject involve the concerns of the researcher. The school shares space with the family the obligation of bringing-up, training and education, currently being the main responsible for the development of the people, or not, or at least so it is seen. The indiscipline and violence in school need to be studied, understood and disseminated in a simple, easy to understand way, so that the way to face them, uniting educators, parents and the state, can happen in an effective and diversified way, fitting each school space and thus developing public policies that meet existing needs. The analysis and experiments on the use of alternative and project of the School and Community Mediator Teacher as possible solutions to conflicts in schools can expand the creation and explanation of this new and viable alternative solution to existing problems in schools. The current picture within the existing school, as well as the possibility of performance and commitment of the school, designed by the School and Community Mediator Teacher may reveal a new action that tends to be somewhat different in the solution of the existing conflicts, as well as the modern alternative to in among the pedagogical problems... (Complete abstract click electronic access below)

Violence and bullying in schools have become major issues of concern to teachers, students and parents in the new millennium. As evidence mounts of the destructive, pervasive and sometimes lethal impact of these phenomena within the education milieu, it has become apparent that an approach which compromises a pragmatic intervention informed by innovative theoretical perspectives is urgently required. The body of work presented in this portfolio attempts to address this need by presenting a comprehensive model for intervention in violence and bullying in schools. Based upon the findings of a survey of four Sydney metropolitan schools, and drawing upon extant theory and research, a number of important theoretical perspectives were identified. The proposal that violence may be resolved through education is explored and perceptions about contemporary influences, including the impact of exposure to media violence, are challenged. The conceptualisation of peer abuse as a legislated child protection issue is initiated and discussed. The necessity for the development of resiliency as an individual attribute for victims is examined and the function of peers as formal advocates for victims is proposed. In summary, this portfolio presents a body of scholarly, professional work focused on addressing the issues of violence and bullying in schools through new perspectives and a comprehensive model for intervention that can readily be implemented by educators / Doctor of Education (Ed. D.)

School violence is considered the most significant problem facing United States schools (Elam, Rose, & Gallup, 1999, 2003, 2004). Although school shootings receive the bulk of media attention, incidents such as physical assaults, property crimes, intimidation, and sexual harassment are much more common (National Center for Education Statistics, 2004). In addition, little is known about the experiences of teachers. The present study examines the relationship between various types of school violence and teacher burnout. The final sample consisted of 315 high school teachers who returned surveys that assessed knowledge of direct and indirect experiences with violent acts at school over the past 12 months. Respondents also completed the Maslach Burnout Inventory. A series of hierarchical multiple regression analyses was used to determine how much variance in three domains of professional burnout (emotional exhaustion, depersonalization, personal accomplishment) was accounted for by direct and indirect experiences with violence. Results suggest 1) that teachers experience and witness a broad range of violent acts (particularly sexual harassment) in their workplaces, and 2) that direct and indirect exposure to both physical and psychological forms of violence resulted in higher emotional exhaustion and depersonalization. Implications are discussed.

Thesis (M.Ed.)--Memorial University of Newfoundland, 2002. / Bibliography: leaves 36-40.

Thesis (M. Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 86-93).

- / -

This study sought to investigate learners' experiences of bullying at Layman Village Primary School. To understand the problem better, teachers' perceptions on the matter were also sought as learners often report such incidents to class teachers. The subject of this thesis inquiry were 63 grade four learners and 10 teachers of the above mentioned school. Although this was a qualitative study, the structured questionnaires were used for both teachers and learners. When these failed to give sufficient data, semi-structured interviews were used. The taped interviews were transcribed and analysed, and data was categorised into three main themes. The results obtained showed that bullying is rife at Layman Village Primary School and that teachers lack skills to address this problem. It was concluded that bullying is a serious problem and should not be tackled haphazardly. Therefore, Layman Village Primary School needs to develop a policy on bullying to guide teachers and to provide learners and parents with specific procedures to follow when bullying occurs. My recommendations were that the Department of Education needs to draw a National policy on bullying that schools can use to develop their own programmes. It was felt that it would help if the national policy is linked to a monitoring programme to ensure that it is used appropriately. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2005.

This study explored learner experiences of school violence in a secondary school in Qacha’s Nek, Lesotho. The aim of the study was to understand learners’ experiences of violence as it happens in their school. Internationally, violence in schools is one of the most challenging issues facing educators and learners and school communities at large. The research design was a case study. The research method was the qualitative case study method. Data were collected through individual and focus group interviews with learners and document analysis. Fifteen learners participated in the study, 7 girls and 8 boys. The study found that learners are exposed to complex patterns of violence in the school, and these are experienced in multiple forms that affect learners in different ways. Some of the patterns of violence could be seen in enactments such as solving problems with aggression, violence from teachers, the discourse of blame, collective bullying. The study also found that in certain ways schooling itself can be viewed as violence in that the school had an ethos of authoritarianism and control. Violence in the form of corporal punishment, suspension and expulsion emerged as the most tangible symbol of an authoritarian school. The study also found that violence was a gendered phenomenon at the school. The study highlights the need for proactive programmes that are directed at the attaining goal of building school communities that are safe havens. The findings suggest that a key component of such programmes should be critical self-reflection and self-scrutiny by all members of the school community. In such a process teachers and learners would need to examine and challenge existing social attitudes, ideologies, norms, and injustices in school policies and practices. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2010.

Dissertation (Ed.D.)--University of Toledo, 2008. / Typescript. "Submitted as partial fulfillment of the requirements for The Education Doctorate Degree in Educational Administration and Supervision." Bibliography: leaves 156-169.