Research is unclear as to whether the level of violence in schools is increasing or decreasing. Regardless, it is higher than anyone would prefer. Therefore, it is essential that information on the nature and effects of violence in our schools, as well as methods for coping with and preventing such violence be gathered. It is also essential that the impact on different populations be explored. This study presents quantitative and qualitative research on the experience and psychological impact of school violence on rural Alberta teachers specifically. Sixty-eight teachers from a rural Alberta school division were surveyed to determine what forms of school violence they had experienced, the impact it has had on them, and their suggestions for preventing and coping with school violence in the future. Data collected determined that the rates of school violence against teachers remain high. The most commonly experienced form of school violence was verbal insults, with the prevalence of all incidents decreasing as the severity increased. Students and parents were the most likely perpetrators of school violence against teachers. Data gathered revealed significant emotional, physical, and career impact symptoms as a result of school violence. Survey participants strongly endorsed numerous techniques for coping with and preventing school violence, the most common being polices for dealing with school violence. Violence against teachers within rural Alberta schools was determined to be a serious social and psychological issue that cannot be overlooked. / xvi, 214 leaves ; 29 cm

<p>Existing situations at various schools, especially in post apartheid South Africa suggest that the education environment for effective teaching and learning is problematic for several reasons namely a lack of safety and security, poor governance and management and a lack of community ownership and partnership. This research however assumed that the implementation of safety related policies and other departmental guidelines is the foundation for effective learning, especially in the Western Cape. The primary aim and objective of this research was to ensure that learning takes place in an environment free from crime, violence, drugs, intimidation and fear. It was an assessment to acquire information from schools and other role-players regarding the status of safety and security in schools and to verify whether crime prevention policies are implemented.</p>

This thesis explores the ways in which a group of boys who belong to gangs enact their masculinity. The focus is on African boys' construction of their masculinities within gang cultures at a primary school in Inanda, Durban. The school is an exclusively African co-educational school and predominantly African teaching staff. Data collection involved qualitative methods that primarily include observation and unstructured interviews. These research tools were used to investigate the interrelatedness between violence, gangs, and masculinities. This study demonstrates that young boys in gangs enact violent masculinities which are bound up with issues of race/ethnicity, gender, class, and context in the making of young gang cultures. The performance of violent gang masculinity produced the exaggerated quality of masculine protest, in which violence is employed as a compensation for perceived weakness. This study reveals that gang of boys are enacting masculinity that is oppositional to school's authority by contravening school rules and regulations in multiple ways. This research has indicated that modes of masculinities are shaped, constrained or enabled by gang cultures. Gang boys acted out their protest masculinity in multiple ways. They are anti-school authority, anti-social and undisciplined. The study also demonstrates that there are many socio-economic and political factors that impact negatively on the school such as unemployment, poverty, and violent gang crime. The social, economic and political contexts are therefore crucially important in understanding a multiplicity of masculine identities amongst gang boys at the school under study. Schooling is an important arena where masculinities are enacted in various forms including violent (gang) masculinities. The overall conclusion stemming from the research project is that attempts to reduce violent gang masculinities in the school need to include a gender strategy that tackles gender inequality. In South Africa this could form part of the Life Skills curriculum. Much greater attention needs to be given, in the life skills curriculum and through the ethos of the school as a whole, to promote gender equality and in particular models of masculine identity not predicated on force and violence. / Thesis (M.Ed.) -University of Natal, Durban, 2004.

Violence in schools is an everyday occurrence and, for the most part, it tends to be regarded as a male issue. There is little indication in media or research reports that female learners perpetrate violence in schools. Research suggests that school violence is caused by male teachers or learners, takes place amongst males and tends to be of a physical or sexual nature. There is, however, a less prominent body of international work, which has begun to explore female aggression and violence at schools. Thus far, there has been little comparable research in South Africa. The thesis is an exploratory study of female violence in schools. The subject is approached by examining the perceptions of male as well as female teachers in primary and secondary schools in Durban. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2004.

The prevalence of gender-based violence in South African schools has been identified by the research and the Department of Education has acknowledged its existence. However, little has been done to alleviate the problem. Female learners are continually victimized by male learners at school. The purpose of this study was to examine the factors that explain gender-based violence amongst learners from three secondary schools in the Inanda area. Inanda is a predominantly informal settlement area on the outskirts of Durban, in South Africa. This study has largely focussed on female learners as victims of gender-based violence perpetrated by male learners. Both quantitative and qualitative methods had been adopted through which data was collected. School records were reviewed and one perpetrator and the victim were chosen from each school. The two participants were then, interviewed in order to get both perspectives. The data collected revealed that there are other kinds of gender-based violence besides those that were identified from the records review. The findings from the interviews outlined the factors that explain gender-based violence in schools. In conclusion, some recommendations were made in the light of the findings. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2006.

<p>Existing situations at various schools, especially in post apartheid South Africa suggest that the education environment for effective teaching and learning is problematic for several reasons namely a lack of safety and security, poor governance and management and a lack of community ownership and partnership. This research however assumed that the implementation of safety related policies and other departmental guidelines is the foundation for effective learning, especially in the Western Cape. The primary aim and objective of this research was to ensure that learning takes place in an environment free from crime, violence, drugs, intimidation and fear. It was an assessment to acquire information from schools and other role-players regarding the status of safety and security in schools and to verify whether crime prevention policies are implemented.</p>

Thesis (M.S.)--Rutgers University, 2007. / "Graduate Program in Psychology."

Thesis (D.Ed.)--University of Western Sydney, 2004. / "Portfolio submitted in satisfaction of the requirements for the Doctorate in Education, University of Western Sydney, 2004." Vol. 4 : binder containing loose leaves and CD. Includes bibliographical references, glossary and appendices.

Thesis (Ed.D.)--Teachers College, Columbia University, 1994. / Typescript; issued also on microfilm. Sponsor: Margaret Terry Orr. Dissertation Committee: Francis A. J. Ianni. Includes bibliographical references (leaves 128-133).

Thesis (M.I.T.)--The Evergreen State College, 2009. / Title from title screen (viewed 7/29/2009). Includes bibliographical references (leaves 83-87).