Global ETD Search

1	Students' perceptions of School Resource Officer quality and school safety Cooper, William 01 May 2020 (has links) In recent years, school resource officers (SROs) and their role in the context of school safety have become a popular topic of research. In this study, I analyze data from 31,156 students from over 100 schools in Kentucky to better understand how students perceive SROs and the impact of SROs on their perceptions of school safety. The findings reveal that males, students who liked having an SRO at their school, students who saw their SRO at several locations on campus during the typical school day, and students who viewed their SRO as more than a law enforcer felt safer at school and had a higher opinion of the SRO working at their school. Interestingly, school-level variables had no impact on these relationships. Implications for policy and future research are also discussed. Criminology School Resource Officer School
2	Teachers' and Students' Perceptions about the Roles of School Resource Officers in Maintaining School Safety. Rippetoe, Sarah 19 December 2009 (has links) According to the National Association of School Resource Officers (2009), every state in the nation employs school resource officers. The trend, which began in 1991, was initially funded by federal monies. Since that time, school resource officers have remained in schools, gaining popularity as a proactive strategy in fighting against school violence. The purpose of the study was to examine students' and teachers' perceptions regarding school resource officers' performance related to the 3 dimensions of their responsibilities: maintaining a safe environment, enforcing the law, and teaching. Data were gathered from 104 teachers and 272 students from a middle school and a high school, totaling 376 participants. An analysis of data was based on 6 research questions and information gathered from participant surveys. A t test for independent samples was then conducted to evaluate the mean differences for the 3 dimensions measured in the survey. The following grouping variables were used in the comparisons for each dimension: students and teachers, male and female students, male and female teachers, teachers with varied years of experience, middle and high school students, and middle and high school teachers. A significance difference was found between middle school students and high school students regarding each dimension, suggesting that middle school students observed school resource officers actively performing each role to a higher degree than did high school students. There was also a significant difference between teachers and students regarding the role of maintaining a safe environment and enforcing the law, suggesting that teachers observed school resource officers more active in these roles than in the role of counseling. A significant difference was also found between high school teachers and middle school teachers regarding the role of enforcing the law. High school teachers observed enforcement of law more than middle school teachers. This study suggests that school resource officers' roles need to be clearly defined for teachers and students. Students need to know they can report crime, have knowledge that they are being monitored, and know they have resources available other than administrators and teachers. School Violence School Safety SRO School Resource Officer Educational Sociology Social and Behavioral Sciences Sociology
3	School Resource Officers' Perceptions of In-School Graffiti: Disciplinary Measures and Prevention Efforts Van Leuven, Bobbi Sue 01 July 2015 (has links) The term graffiti has been adapted to mean any type of writings on a surface area that have been scratched, painted or marked. These writings, which are typically perceived from a negative point of view, may be something as small as doodles on a paper or something as large as paintings on a wall or the side of a building. Because graffiti is often part of gang culture and identified as criminal activity, when graffiti enters into a school the school's atmosphere and graffiti deters from a positive educational environment. In this study, five School Resource Officers from urban secondary schools in Utah were interviewed. These interviews were conducted in order to better understand Utah School Resource Officers' experiences and their perceptions of the most common types of graffiti being created inside their school building; what (if any) disciplinary measures are typically applied when those responsible for graffiti are identified; and what strategies are used to prevent future incidents of graffiti. Their perceptions and recommendations are considered and summarized to assist other school communities who face similar challenges with in-school graffiti. Overall, School Resource Officers' feedback indicates that graffiti is a major problem in public schools, particularly for high schools that have gang related graffiti. Implications for school-based interventions include the following recommendations made by the participating School Resource Officers. They emphasized the importance of closely monitoring and supervising students during school hours; rapidly removing graffiti in situations where graffiti is displayed; and clearly stating and enforcing consequences for students who participate in creating graffiti in schools. School Resource Officers also noted the importance of building trust with students and providing opportunities of anonymous reporting. School Resource Officer graffiti gang tagging intervention prevention adolescents high school Counseling Psychology
4	But I am Here to Help: How School Climate Factors and Interactions Define School Resource Officer Roles January 2019 (has links) 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 Criminology Education policy Social research risk factors role conflict school climate school resource officer school safety school violence
5	Analysis of the Relative Risks Associated with Firearms as an Active Shooter Mitigation Technique on School Campuses Richard E Weston (15347236) 26 April 2023 (has links) <p>The dataset is a compiliation of firearm related incidents on US k-12 schools from 1999-2023. The statistical analysis results are used in a systems dynamics simulation model to measure risk response effectiveness and evaluate secondary risks.</p> active shooter active shooter mitigation School Resource Officer armed school staff
6	The Relationship Between the Employment of School Resource Officers, School Discipline, and School-Based Arrests Variables Monson, Johnathon D. 01 January 2019 (has links) The school resource officer (SRO) program is a program developed in the United States with the goal of making schools a safer environment for students across all grades (Cray & Weiler, 2011). To date, the majority of research surrounding SRO programs focuses on recommended characteristics and qualities of SROs, as well as appropriate utilization of SROs (Weiler & Cray, 2011). However, relatively little is known about the effect of increased presence of SRO’s in the school setting. With SRO’s being tasked with disciplinarian roles Barnes (2016), it would be important to look at the effect of SRO’s on school discipline variables such as out-of-school suspension (OSS). With OSS being linked to increased risk for arrest (Theriot, 2009), it would be important to analyze the effect of these variables on each other. Taking it one step further, minority populations are typically disciplined at a higher rate than their white peers (Okonofua & Eberhardt, 2015). The purpose of this study is to examine the increased presence of SRO’s, OSS and minority and their effect on school-based arrest. The results support previous research in finding that OSS and number of SRO’s employed were significant predictors of school-based arrest. However, percentage of minority population was not found to be a predictor of school-based arrest. More research is needed to understand the extent of the relationship between OSS, SRO’s, and school-based arrests and how it might be possible to reduce this connection. Thesis University of North Florida UNF Education Policy School Psychology
7	DETERMINING SCHOOL SAFETY CONCERNS: THE LIVED EXPERIENCES OF A MIDDLE SCHOOL SAFETY TEAM Aaron Michael Leniski (12936086) 27 June 2022 (has links) <p> </p> <p>A school safety team collaborates with stakeholders to promote and maintain a physically and psychologically safe school environment. Together they must identify safety deficits and prioritize initiatives and practices. This phenomenological qualitative case study examined how a school safety team makes decisions and determines safety outcomes. Individual interviews and a focus group discussion explored how they calibrate what a safety concern is to help prevent violence. Four emergent themes were identified: (1) severity and impact, (2) safety-minded culture, (3) communication and collaboration, and (4) leadership. In addition, the study explored whether one of Bronfenbrenner’s ecological systems has more influence over the others when validating a concern. This study suggests that the Microsystem is most influential. From these findings, three assertions were proposed to help the school safety team, and building leaders promote safe school practices: (1) The safety team must establish collaborative relationships with stakeholders and develop convenient reporting systems to collect concerns; (2) A school safety team judges a safety concern by the severity and potential impact on the school environment; and (3) Leadership is vital for the school safety team to prepare for, respond to, and address safety concerns. These findings aim to help stakeholders promote and maintain a safe learning environment as they evaluate perceived safety concerns by highlighting areas to focus on to improve the calibration process. Though a school safety team may never know how many times they were right in calibrating a concern, a single error will be well known.</p> Secondary education School Safety Case Study Qualitative Phenomenological Safety Concerns Students Teachers Counselors Administrators Principals Superintendents School Board Threat Assessment Safety Team Policy Leadership Communication Collaboration Severity Impact Safety-minded Culture SRO School Resource Officer Safety Plan Safety Audit Building Leader Bronfenbrenner’s ecological theory violence prevention

1

Page generated in 0.0511 seconds