Ph.D. (Education) / Education in the United Kingdom is divided into three stages which are: primary, secondary, further and higher education. Learners’ compulsory education lasts for 11 years. Legal schooling ages are starting from five years to 16 years. Within that period learners must obtain full-time education that is suitable to their age, ability, capacity and their special educational needs (SEN). If a learner does not attend a school, the local education authority (LEA) must be satisfied that other appropriate provision is available for them. Transferring age from primary to secondary school is at the age of 11 years. Most secondary schools in the United Kingdom are comprehensive; which means that they do not operate a selective entrance system. However, in some parts of the United Kingdom, grammar school systems operates which usually requires learners to pass an entrance examination based on their ability.

Made available in DSpace on 2016-07-18T17:54:17Z (GMT). No. of bitstreams: 1 SILVANA_DISSERTACAO_25_09_2012.pdf: 649476 bytes, checksum: 9686ed4ddfc97ea2aee255e718baffe0 (MD5) Previous issue date: 2012-08-29 / This research investigated the feasibility and the effectiveness of conflict mediation with restorative justice methods as an alternative means to prevent school violence, according to the perspective adopted by the Program School Protection System, implemented by the State Board of Education in the public school network of São Paulo State. Conflict mediation was implemented in São Paulo State public schools by means of the School Protection System with the purpose to protect state schools against risk factors, vulnerability, and to reduce violence within schools. Such a measure was carried out by means of contracting a School Mediator Teacher, whose main assignment is to adopt restorative practices and to mediate potential conflicts within schools. The aims of the research were: to analyze the Pedagogical Proposal and the By-laws of two public schools within the range of the Education Superintendency of Mirante do Paranapanema-SP; to identify the concept of school violence in the perception of the mediating teacher and to analyze the effects of conflict mediation based on restorative justice methods as an alternative means to prevent school violence. This research was guided by a methodological procedure of qualitative character, whose data collecting devices were documental analysis and semi-structured interviews with mediating teachers. Based on the data collected by us, it was possible to find out the meaningful improvements which conflict mediation had in the management of conflicts within schools. On the other hand, one also managed to find out the subsistence of strong traits displayed by traditional culture, inherently retributive/punitive, to deal with conflicts in everyday life within schools. Mediation ruled by restorative principles shows itself as a possibility meant for contributing on behalf of an education in favor of citizenship awareness, engaged in the development of citizens aware of their rights, capable of assuming their responsibilities within society. Although conflict mediation is a brand new approach in the field of education, one managed to realize that the theoretical foundation met the need of our study, making the discussion and the analysis of purposes easier. / Na presente pesquisa, foi investigada a viabilidade e a eficiência da mediação de conflitos com métodos de justiça restaurativa como alternativa de prevenção da violência escolar, segundo a perspectiva do Programa Sistema de Proteção Escolar, implantado pela Secretaria de Estado da Educação nas escolas da rede estadual de São Paulo. A mediação de conflitos foi implantada nas escolas públicas do Estado de São Paulo por meio do Sistema de Proteção Escolar, com o objetivo de proteger as escolas estaduais dos fatores de risco, vulnerabilidade, e de reduzir os casos de violência na escola. A medida foi efetivada por intermédio da contratação de Professor Mediador Escolar, que tem como principal atribuição adotar práticas restaurativas e de mediação de conflitos potenciais no ambiente escolar. Os objetivos da pesquisa foram: analisar a Proposta Pedagógica e o Regimento Escolar de duas escolas públicas jurisdicionadas à Diretoria de Ensino Região de Mirante do Paranapanema-SP; identificar a concepção de violência escolar na percepção do professor mediador e analisar os efeitos da mediação de conflitos com base em métodos de justiça restaurativa como alternativa de prevenção à violência escolar. Este trabalho foi orientado por um procedimento metodológico de cunho qualitativo, seus instrumentos de coleta de dados consistiram na análise documental e entrevista semiestruturada aos professores mediadores. Com base nos dados obtidos, foi possível perceber os avanços significativos que a mediação de conflitos representou na gestão de conflitos no contexto escolar. Por outro lado, constatou-se, também, a persistência de fortes traços da cultura tradicional, de cunho retributivo/punitivo, no tratamento dos conflitos no cotidiano escolar. A mediação pautada em princípios restaurativos mostra-se como uma possibilidade de contribuir para uma educação para a cidadania, comprometida com a formação de sujeitos de direitos capazes de assumir suas responsabilidades na sociedade. Embora a mediação de conflitos seja incipiente no campo educacional, constatou-se que a fundamentação teórica atendeu às necessidades do estudo, facilitando a discussão e a análise dos objetivos propostos.

Made available in DSpace on 2016-07-18T17:54:22Z (GMT). No. of bitstreams: 1 DISSERTACAO_Munarin_revisao_Jak.pdf: 940099 bytes, checksum: da1c774b57bbdc3af9631a0e56d9fd49 (MD5) Previous issue date: 2007-05-24 / In the present study, we investigated the phenomenon of violence, implicit in the relationships among students, as one of the factors that interfere significantly in the social, emotional and intellectual development of children and students. The purposes of this study were to characterize the pedagogic and normative instruments of a public school of the School Superintendence of Birigui SP and to identify the strategies and educational practices of intervention used by managers and teachers in the prevention and reduction of the school bullying. Based on approach of qualitative research, a study of case of instrumental character was accomplished. For the data collection, were analyzed three documents of the School - the Management Plan, the Pedagogical Proposal and the Code of Norms and made semi-structured individual interviews with Managers and teachers. The data were analyzed, classified and presented with the purpose of making evident the intentions and practices used by managers and teachers, based on the pedagogic and normative documents that sustain it. We verified that the managers recognize the phenomenon of bullying in the school context and have used intervention practices to face this violence problem, but they also need to guide the teachers in its prevention and reduction. The teachers possess specific knowledge about this form of violence. They also recognize the bullying as aggressive practice that needs intervention. They try to intervene to overcome it, but need pedagogic and extra-school support to be more effective in this action. The utilized strategies are based on the students' awareness in relation to their transgressive conduct and in the immediate intervention in the conflicts among students. However some teachers feel difficulty in working with situations of more complex bullying. From this study, it is possible to conclude that it is necessary an articulate work between the management team and the teachers for preventing and reducing the bullying in the school context. In addition, it can still be stated that the intervention of the adult-educators is an essential condition for overcoming the school bullying. / No presente estudo, investigamos o fenômeno da violência, implícito nas relações entre os estudantes, como um dos fatores que interferem significativamente no desenvolvimento social, emocional e intelectual de crianças e jovens. Os objetivos deste estudo foram caracterizar os instrumentos pedagógicos e normativos de uma escola pública da Diretoria de Ensino de Birigui SP e identificar as estratégias e práticas educativas de intervenção utilizadas por gestores e professores na prevenção e redução do bulismo escolar. Dentro de uma abordagem de pesquisa qualitativa, foi realizado um estudo de caso de caráter instrumental. Para o levantamento dos dados, foram analisados três documentos da escola - o Plano de Gestão, a Proposta Pedagógica e o Regimento Escolar realizadas entrevistas individuais semi-estruturadas de gestores e professores. Os dados foram analisados, categorizados e apresentados com a finalidade de explicitar as intenções e práticas utilizadas por gestores e professores, com base nos documentos pedagógicos e normativos que as sustentam. Constatamos que os gestores reconhecem o fenômeno do bulismo no contexto escolar e têm utilizado práticas de intervenção para enfrentar esse problema de violência, mas precisam constantemente orientar os professores na sua prevenção e redução. Os professores possuem conhecimentos específicos sobre esta forma de violência. Percebem o bulismo como prática agressiva que necessita de intervenção. Procuram intervir para superá-la, mas necessitam de apoio pedagógico e extra-escolar para serem mais efetivos nessa ação. As estratégias utilizadas estão alicerçadas na conscientização dos alunos em relação à sua conduta transgressora e na intervenção imediata nos conflitos interpessoais. Entretanto alguns professores sentem dificuldade em lidar com situações de bulismo mais complexas. Por este estudo, é possível afirmar que é necessário um trabalho articulado entre a equipe gestora e o corpo docente para prevenirem e reduzirem o bulismo no contexto escolar. Além disso, pode-se ainda afirmar que a intervenção do adulto-educador é condição essencial para a superação do bulismo escolar.

<p>Radi obezbeđivanja okruženja koje podstiče zdravlje i zdrave izbore, značajni istraživački napori usmeravaju se u pravcu pronalaženja efektivnih modela promocije fizičke aktivnosti i blagostanja dece tokom boravka u &scaron;koli.<br />Imajući u vidu nedostatak odgovarajućih istraživanja u na&scaron;oj sredini, sprovedeno je istraživanje sa ciljem da se ispitaju efekti dva inovativna modela &scaron;kolskog odmora na psihosomatski status učenika mlađeg &scaron;kolskog uzrasta i nasilje u &scaron;koli.<br />U prvoj interventnoj grupi (I1), ispitanicima su svakodnevno bili dostupni rekviziti za vežbanje, u drugoj interventnoj grupi (I2) je svakodnevno realizovan strukturirani program vežbanja, dok su se ispitanici kontrolne grupe (K) tokom velikog odmora bavili aktivnostima po svom izboru. Intervencije su trajale dva meseca.<br />Pripadnost grupi (I1, I2, K) predstavljala je nezavisnu istraživačku varijablu, dok su zavisne istraživačke varijable bile: fizička aktivnost učenika tokom odmora, morfolo&scaron;ke i motoričke karakteristike učenika, konativne karakteristike (samo-vrednovanje i optimizam), zdravstveni status (izostajanje iz &scaron;kole zbog bolesti) i nasilje u &scaron;koli (učestvovanje učenika u nasilju i izloženost nasilju). Za prikupljanje podataka kori&scaron;ćena je antropometrijska metoda, motoričko testiranje, upitnici (skale), sistematsko posmatranje i analiza &scaron;kolskih dokumenata. Dobijeni podaci obrađeni su odgovarajućim statističkim metodama.<br />Rezultati pokazuju da različiti modeli &scaron;kolskog odmora mogu imati različite efekte na različite aspekte psihosomatskog statusa učenika i nasilje u &scaron;koli. Potrebno je dalje ispitivati modele koji bi bili efektivni u transformaciji psihosomatskog statusa učenika i optimizaciji &scaron;kolske klime.</p> / <p>In order to provide an environment that enhances health and healthy choices, significant research efforts are put in identifying effective models of children&rsquo;s wellbeing and physical activity promotion while in school.<br />Bearing in mind an existing research gap, the study was conducted with an aim to examine effects that two innovative models of recess have on the psycho-somatic status of students and violence in school.<br />In first intervention group (I1), participants were provided with exercise equipment during recess, in the second intervention group (I2) structured exercise program was delivered every day, while participants from the control group (C) have spent recess on their own. The interventions took two months.<br />Group affiliation (I1, I2, C) was the independent variable, and the dependent variables were: students&rsquo; physical activity during recess, anthropometric and motor characteristics, conative characteristics (self-evaluations, optimism), health status (school absences because of medical reasons), school violence (students being perpetrators/victims). Data was gathered by anthropometry, motor testing, questionnaires (scales), observation and school document analysis. The data was analyzed by proper statistical procedures.<br />The results show that different recess models may have different effects on different aspects of students&rsquo; psycho-somatic status and school violence. Further examination of models effective in the transformation of the psycho-somatic status of students and optimization of school climate is needed.</p>

abstract: The presence of police officers is not an assurance of safety for everyone. Yet, modern concerns for school safety suggest there is a need for more police officers in schools. Over the last 70 years of School Resource Officer (SRO) programs, the variations of SRO program implementation and the expectation of roles and responsibilities has produced conflicting research on benefits or harms of police in the school environment. The purpose of police in schools has shuffled from relationship-building ambassadors for the community, to educators on crime prevention and drug use, to law enforcement officers for punitive juvenile sanctions, to counselors and role models for legal socialization, and other roles for emergency management and crisis response. Plans to place more officers in schools for purposes of “school safety” requires an examination of the SROs’ roles within the school, their interactions with students, and how these roles and interactions contribute to safety. This study explores the roles of SROs to understand the variations of roles within a program and understand factors influencing the roles of SROs (e.g., school climate, initiation by others). To evaluate these roles and potential influences, cluster analysis and multinomial regression models were developed from one year of SRO-student interaction data (n=12, 466) collected daily from the Richland County (SC) Sheriff’s Department SRO Division located in South Carolina. These interactions were defined by the framework of counseling, educating, and law enforcing roles. Results indicate the variations of roles performed are largely influenced by the school type (e.g., elementary), SRO perceptions (e.g., counselor), and the engagement of SROs by school officials for specific roles. / Dissertation/Thesis / Doctoral Dissertation Criminology and Criminal Justice 2019

School shootings and emergencies have created the need for educators to be proficient in emergency response procedures; yet they do not always receive the requisite training. The lack of an established delineated training program for New Jersey, kindergarten to Grade 12 institutions has created a situation where educator preparedness varies immensely at schools. Numerous national events of targeted school violence have exemplified the need for quick and proper responses by educators to mitigate the tragic results until first responders arrive. The purpose and goal of this study was to assess educators’ perceptions and to determine the best practices in creating a comprehensive safety and security training program to prepare educators for school crises in order to offer a model for stakeholders to follow or gain ideas to improve their institution’s specific school safety and security emergency plans. Guided by the U.S. Department of Education’s best practices in developing high-quality school safety plans, this study analyzed the perceptions of 60 educators in one New Jersey kindergarten to Grade 12 school on the effectiveness of training. A mixed-methods approach, using a survey questionnaire and interviews, measured changes in the perceptions of these educators after the 15-week program. Data results included a revelation of the implementation of a comprehensive school safety and security plan with related training program resulted in a statistically significant increase in the perceptions of educators’ knowledge and abilities to respond effectively to school targeted violence and emergencies. These findings support the concept that best practices in the field of school safety and security management include appropriate and comprehensive school safety and security plans and training for educators to combat and mitigate school targeted violence and emergent events.

No description available.

This study was undertaken to determine the extent of aggressive behaviour exhibited by secondary school learners. Many factors were considered when investigating the problem of aggressive behaviour. The problem was traced from the theorists' perspectives and factors related to the family, school and community. An extensive literature review showed that the above factors contribute to aggressive behaviour among adolescents. In order to support or reject the findings of the literature study, quantitative (questionnaire) research and qualitative research (interviews) were conducted. The results of the quantitative research concerning learners' aggressive behaviour in secondary schools were analysed and interpreted while at the same time a deeper understanding of aggressive behaviour was revealed through qualitative research. The results of the empirical research indicated that the more negative the family climate, school climate, community climate or influence of friends are, or the more negative the emotional self-concept of the adolescent is, the more aggressive the adolescent is, and vice versa. Based on these findings recommendations for the implementation of prevention programmes were made. / Educational Studies / D. Ed. (Socio-Education)

This study was undertaken to determine the extent of aggressive behaviour exhibited by secondary school learners. Many factors were considered when investigating the problem of aggressive behaviour. The problem was traced from the theorists' perspectives and factors related to the family, school and community. An extensive literature review showed that the above factors contribute to aggressive behaviour among adolescents. In order to support or reject the findings of the literature study, quantitative (questionnaire) research and qualitative research (interviews) were conducted. The results of the quantitative research concerning learners' aggressive behaviour in secondary schools were analysed and interpreted while at the same time a deeper understanding of aggressive behaviour was revealed through qualitative research. The results of the empirical research indicated that the more negative the family climate, school climate, community climate or influence of friends are, or the more negative the emotional self-concept of the adolescent is, the more aggressive the adolescent is, and vice versa. Based on these findings recommendations for the implementation of prevention programmes were made. / Educational Studies / D. Ed. (Socio-Education)

Thesis (MEdPsych))--University of Stellenbosch, 2010. / Bibliography / ENGLISH ABSTRACT: School violence is a reality in South African township schools contaminating the school environment and jeopardizing the educational process. The aim of this study is to explore adolescent learners' experience of school violence in township high schools in order to develop and recommend a school prevention intervention programme/strategy. The study is explained in the theoretical framework of the bio-ecosystemic theory where violence is discussed as a reaction and as an action that occurs through reciprocal interaction between systems and the social environment. Through this interaction, adolescent learners are exposed to individual, family, school and community risk factors which place them at risk. Literature shows that schools in the township are sites of widespread violence; and these impacts on learners‟ emotional well-being. School violence also reflects the relationship that exists between what occurs in schools and what happens in learners' homes and communities. The specific design selected for this study is a case study and is qualitative and explorative in nature. Unstructured interviews were conducted with individual learners and focus groups to gather information regarding adolescents' experiences of school violence. The data was analysed with three main themes emerging during the participants' interviews. The findings revealed that a significant number of adolescent learners in the township school have experienced some form of gender-related violence at school, and that boys are more often the perpetrators of this school violence. The findings further showed that lack of safety and class management is another cause of violence and the violent activities within the school are a symptom of the social ills of the community within which the school is situated. Conclusions drawn from the study are that school violence is a multifaceted phenomenon and, based on these findings, it is recommended that a 'whole school' and an integrated approach be taken when dealing with violence in schools. / AFRIKAANSE OPSOMMING: Toenemende geweld in skole in Suid-Afrikaanse townships bederf die skoolomgewing en belemmer die opvoedkundige proses. Die doel van hierdie studie is om leerders se ervarings van geweld in hoërskole in townships te verken, ten einde 'n voorkomingsprogram/-strategie vir skole te ontwikkel en aan te beveel. Die studie gebruik die teoretiese raamwerk van die bio-ekosistemiese teorie waarbinne geweld bespreek word as 'n aksie en 'n reaksie wat plaasvind deur wedersydse interaksie tussen die sisteme en die sosiale omgewing. Hierdie interaksie kan adolessente leerders aan individuele, gesinsverwante, skool- en gemeenskapsrisikofaktore blootstel. Die studie wys dat skole in townships die ligging is van wydverspreide geweld wat 'n uitwerking het op leerders se akademiese prestasie. Dit wys ook dat geweld in skole 'n weerspieëling is van die verhouding wat bestaan tussen gebeure in die skool en gebeure in die leerders se huise en gemeenskappe. Die navorsingsontwerp vir hierdie studie is dié van 'n gevallestudie. Dit is kwalitatief en verkennend van aard. Ongestruktureerde onderhoude is met leerders en fokusgroepe gevoer om inligting rakende hulle ervarings van geweld in skole in te win. Die data is ontleed na aanleiding van drie temas wat tydens die onderhoude na vore gekom het. Die bevindinge het gewys dat 'n noemenswaardige aantal adolessente leerders in townshipskole een of ander vorm van geweld ervaar het, en dat seuns gewoonlik die aanrigters van die geweld is. Die studie het voorts gevind dat akademiese prestasie ernstig beïnvloed word deur geweld wat binne en buite die skoolgronde plaasvind, en ook dat geweld binne die skole 'n simptoom is van die sosiale euwels van die gemeenskap waarbinne die skole geleë is. Die studie se gevolgtrekking is dat geweld in skole 'n veelvlakkige fenomeen is. Die aanbeveling wat op hierdie gevolgtrekking berus is dat 'n "heel skool" geïntegreerde benadering gevolg moet word wanneer daar met geweld in skole gewerk word.