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RAMPAGE SCHOOL SHOOTINGS: A CONTENT ANALYSIS OF MEDIA AND SCHOLARLY ACCOUNTS OF PERPETRATION FACTORS ASSOCIATED WITH THE PHENOMENONMongan, Philip 01 January 2013 (has links)
When school shootings occur in primary or secondary schools they draw a massive amount of media attention. Frequently, after the shooting stops, the media begins to prognosticate about the factors that led to the occurrence of the tragedy. However, there is a dearth of research examining those factors that are perpetuated by the media, as well as the factors that are most discussed in scholarly publications. Therefore, the aim of this research project was to explore the perpetration factors that have been perpetuated by the media, and compare those to the perpetration factors that are most frequently discussed by researchers.
The study posed three research questions, which explored the factors that were most discussed, the differences between print news sources and journal articles in regard to the factors they discussed, and the possible changes of factors through time. The exploration of these research questions was based in social constructionist thought, as the theory provided a framework for exploring how the findings may impact subsequent prevention of the phenomenon.
The study found that there were numerous factors discussed by the media and researchers, which broke down into school factors, cultural factors, individual factors, biological facts, and family factors. Through triangulation of available data the study also found that there were differences between the perpetration factors as they are discussed by the print news and scholars, as well as differences in discussion of factors through time. These differences indicate that prevention efforts may be hindered due to a faulty understanding of rampage school shootings, which is being perpetuated by the media. The findings also indicate several areas for future research to focus on, such as: exploration of other media formats, examining the constructs proposed by the research project, and exploring the methods that individuals involved with prevention determine the threat level of individuals who are viewed as posing a risk.
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School violence directed towards educators in selected South African schools17 September 2013 (has links)
M.Ed. (Educational Management) / The primary purpose of this research was to investigate teachers’ experiences and perceptions of school violence directed towards them by pupils in selected South African schools. Qualitative data was collected using the interpretive approach in a case study, which was applicable because it allowed the participants to reflect on their experience in their natural setting. I used semi-structured interviews and document analysis, comprising school reports, personal journals, and newspaper articles. The sample of the study consisted of two groups of educators from each of three selected schools in Gauteng. The findings show that the participant educators experience school violence as a multifaceted phenomenon and feel that the poor management and discipline in these schools has lead to low educator morale and deterioration in the school environment, which in turn prevents effective teaching and learning. The findings also suggested that school violence takes on many forms, ranging from physical to verbal to psychological abuse. They feel they are being forced to teach in an environment polluted with threats and fear, with a resultant rippling effect of feeling unsafe and unprotected. This culminates in many educators leaving the profession either to teach abroad or leaving the government sector to work in a private teaching sector where they hope for zero tolerance of school violence. Recommendations were made for an increased level of communication between the principal and School management team (SMT) on one hand, and the educators on the other, concerning how violent attacks against educators have been addressed. Educators feel that this means of communication does not have to be labour-intensive and can be done simply by email, text message or a note during a staff or morning meeting. The presence of a counsellor or psychologist on the school premises is recommended as it will assist learners in dealing with challenges such as family factors that encompass parental separation, unstable family background, social adversities and peer pressure. The scenario that arose from this study is that a school psychologist may also be of assistance to educators, able to impart skills on anger management and offer an avenue for educators to offload their experiences of learners’ deviant behaviour. Tightening of security is also emphasised. Since the school needs good leadership, principals have to be retrained in leading the school in the new South African education dispensation. The findings revealed that this may be one of the key factors in curbing or preventing school violence. The study therefore recommends that education policymakers, school leaders and managers, parents, educators, the community and the Department of education (DoE) all work in unison to improve the school climate in those schools that are prone to school violence. Teamwork is paramount, and seminars and workshops with all stakeholders was suggested to encourage this.
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”Middag med vargar” och ”a walk in the park” : En kvalitativ intervjustudie om högstadie- och gymnasielärares tankar kring och erfarenheter av arbetsplatsrelaterat våld i skolanKarplund, Katja, Sundberg, Cecilia January 2016 (has links)
Syftet med vår studie var att undersöka hur lärare i grundskolan och gymnasiet förhåller sig till våld i skolan. Vi gjorde en kvalitativ intervjustudie med fem lärare. Lärare såg våld riktat mot lärare i första hand som fysiska handlingar och menade att den egna utsattheten för våld var låg. Samtidigt föreföll psykiskt våld vara vanligt förekommande. Lärarnas strategier för att hantera våld formades av deras konstruktion av den egna yrkesrollen. Särskilt framträdande var lärares motstånd mot att definiera sig som offer. De framställde sig själva som starka och kapabla att hantera våldet och lyfte fram att upprätthålla ordningen i klassrummet som en nyckelfråga för att undvika att bli utsatta för våld. En annan nyckelfråga var goda relationer mellan lärare och elever.De av lärarna föreslagna åtgärderna för att minska våld i skolan innefattade ökade resurser för att förebygga att elever far illa och därigenom undvika att risksituationer uppstår. / The aim of our study was to examine how teachers in the senior level of the 'grundskola' (högstadiet) and upper secondary school (gymnasiet) relate to violence in school. In order to examine this, we have done qualitative interviews with five teachers. The teachers defined violence against them mostly as physical acts and considered their own victimization to be low. The teachers though expressed that exposure to psychological violence was common. Their strategies to cope with violence were formed by the construction of their profession. The teachers were diffident about defining themselves as victims. They held themselves as strong and capable of coping with violence and pointed out maintaining order in class as a key point to avoid victimization. Another key point was good relations between teachers and student. Suggested measures against school violence consisted of increased resources in order to prevent students failure and thereby reduce risk situations.
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Bullying in rural schools: a comparison between boys and girlsTonono, Melinda January 2017 (has links)
A Master’s Thesis submitted to the Faculty of Humanities, School of Human and Community Development, Discipline of Psychology, for the Degree of Master of Education (Educational Psychology), University of the Witwatersrand, Johannesburg, July 2017. / Bullying is a problematic phenomenon in South African schools, affecting victims and bullies
in various ways. These can have far reaching consequences that can last for years. This
research sought to investigate bullying in rural schools. It sought to investigate the existence
of bullying in rural schools and to explore the nature of bullying in rural schools, with regards
to gender. Using a cross-sectional survey research design, 200 learners from high schools in
the Eastern Cape completed the Olweus Bully/Victim Questionnaire. Data obtained from the
participants was analysed using Chi-Square Test of Independence for each question in the
questionnaire. The results confirmed the existence of bullying in rural schools. All three
forms of bullying (physical, verbal, psychological bullying) and cyberbullying were present
in the schools. Both boys and girls are experiencing bullying. The implications of this study
include feelings of a lack of safety in the school environment, which will invariably affect
learners’ academic and social progress. As such, more interventions should be designed to
combat adverse effects of bullying. / XL2018
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Teachers bullied: exploring the victimisation of teachers by learners in high schools in the Johannesburg South RegionMashile, Lemohang Ditokelo January 2017 (has links)
A research report submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Arts in Social Work in the field of Occupational Social Work, September 2017 / School violence over the years has been on an increase. It has been particularly known and researched that learners have been affected by such a persistent phenomenon (Burton & Leoschut, 2013). Notably, teachers themselves are increasingly becoming victims of school violence. It has been said that much of the school violence stems from the violent nature of society; violence in society being complex in nature (Mncube & Harber, 2012). Limited research has been directed towards exploring victimisation of teachers by their learners, hence the interest in the topic. In order for one to gain knowledge and insight in this topic, the qualitative approach and a case study design was used. The unit of analysis consisted of 5 high school teachers within the Johannesburg South Region. Snowballing, which is a type of non – probability sampling was used to identify participants. A semi – structured interview scheduled was used as a data gathering tool, during the face – to face interviews. The thematic content analysis was used to analyse the data collected, so as to find common themes and topics relevant to the study. As predicted, the study helped in gaining insights in understanding the consequences of school violence and bullying on teachers. It helped in understanding teachers’ experiences of school violence and the consequences it has in the workplace. Additionally, it assisted in gaining insight on what may contribute towards the creation of a healthier work environment. / XL2018
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An investigation of bullying between public and private schools: incidence, nature and interventionsSubjee, Shaakera January 2017 (has links)
A research report submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Education (Educational Psychology), 2017 / The growing epidemic of bullying is one that warrants urgent deference. When considering the repercussions of this issue in the South African context specifically, it is essential that a high level of criticality is taken into account. This is mainly due to South Africa’s rich historical background and the country’s urgency to protect and respect the basic human rights of all individuals in the country (Centre for Justice and Crime Prevention; and the Department of Basic Education, 2012). According to our Bill of Rights, “everyone has the right to be free from all forms of violence, on the part of either the government or other sources; not to be tortured in any way; and not to be treated or punished in a cruel, inhuman or degrading way” (CJCP & DBE, 2012). Any act or behaviour which goes against these essential human rights thus results in grave ramifications such as the infringement of human rights. The purpose of this study was thus to investigate the prevalence, nature, and intervention surrounding the issue of bullying in South African high schools. More specifically, this study aimed to explore the possible differences between the prevalence, nature, and intervention in government/public and private high schools. In addition, the possible differences between gender and the issue of bullying were further investigated. The study employed the Revised Olweus Bully/Victim Questionnaire in order to find possible associations between the two independent variables (type of school and gender); and the issue of bullying. The total sample comprised of 358 grade eight to eleven learners from one private school and one government school in Johannesburg. The statistical analyses were done by means of frequencies and cross-tabulations using the chi-square statistical test with school type and gender as independent variables. The overall results on the prevalence of bullying indicate that 27.7% of high school learners have experienced bullying in school. Neither the type of school nor the gender of the learner was found to have a significant impact on the prevalence of bullying. In addition, the current study found that verbal bullying is most commonly experienced by the learners, followed by social bullying. Common areas for bullying behaviour are the playground and the classroom (with and without the teacher present). Boys have been found to partake, as well, as experience bullying more than girls. Teacher and learner intervention are commonly reported, whereas adult intervention is not seen as a means of support for learners. / XL2018
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História de vida e representações sociais de violência em professores de uma escola pública / Life histories and social representations of violence by teachers of public schoolsPaula, Alexandre da Silva de 25 July 2008 (has links)
A violência escolar é um fenômeno complexo e preocupante. Os professores, muitas vezes, sentem-se incapazes de mediar os conflitos diários, as agressões ou episódios de indisciplina, o que afeta o processo pedagógico. Este estudo versa sobre as representações sociais de violência por professores de uma escola pública, de ensino fundamental e médio. Os dados foram coletados através da observação participante e entrevistas semi-estruturadas com oito sujeitos. A análise das entrevistas foi realizada através do método de associação de idéias. Os resultados demonstraram distintas interpretações sobre a gênese da violência nas escolas, porém a retórica dos participantes não se ancora no conhecimento científico. Emergiram representações polissêmicas, com destaque para a significação psicologizante, educativo-familiar e um sentido fatalista. De modo geral, destacaram-se discursos formatados que reforçam o distanciamento, centralizam a culpa da problemática na crise familiar, no Estado, na progressão continuada e no aluno carente de afeto e de sentido de escola. / The school violence is a complex and worrying phenomenon. Teachers often feel unable to mediate daily conflicts, the attacks or indiscipline incidents, affecting the pedagogic process. This study deals with the social representations of violence by teachers in public schools, at elementary and high school levels. Data were collected through participant observation and semi-structured interviews with eight subjects. The analysis of interviews was conducted by the method of association of ideas. The results showed different interpretations on the genesis of the violence in schools, however, the rhetoric of the participants are not anchored in scientific knowledge. Polysemic interpretations emerged, with emphasis on the psychologizing meaning, family educational and a fatalistic sense. Generally, there were formatted speeches that highlight the detachment, center the fault of school violence on the family crisis, on the state, in the continued progression of teaching and the student with loose of affection and readiness.
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[en] THE RELATIONSHIP BETWEEN SCHOOL VIOLENCE AND STUDENTS PROFICIENCY / [pt] A RELAÇÃO ENTRE VIOLÊNCIA NAS ESCOLAS E PROFICIÊNCIA DOS ALUNOSEDSON ROBERTO SEVERNINI 11 September 2007 (has links)
[pt] Freqüentemente, somos informados sobre diversos episódios
violentos que
ocorrem dentro e nas proximidades das escolas. Como essa
violência se relaciona
com o desempenho dos alunos? Neste artigo, investigamos
esta questão e
mostramos que os alunos que freqüentaram escolas mais
violentas têm, em média,
pior proficiência nas provas do SAEB 2003, mesmo
controlando por atributos dos
próprios estudantes e dos respectivos professores, turmas
e colégios. Mais ainda,
encontramos evidências de que a violência afeta mais os
alunos da cauda inferior
da distribuição de proficiência. Adicionalmente,
descobrimos que além da relação
direta entre violência na escola e proficiência, parece
haver uma associação
indireta entre essas variáveis que opera por meio da
rotatividade dos professores.
De fato, mostramos que a ocorrência de fatos violentos
numa escola está
negativamente relacionada à probabilidade de as turmas
desse colégio terem um
único professor durante o ano letivo, e positivamente
associada à probabilidade de
essas turmas sofrerem com o problema da rotatividade
docente. / [en] Frequently, the media inform us about violent episodes
that happen inside
and around schools. How is that violence related to
students performance? In this
paper, I show that, on average, students who attended more
violent schools had
less proficiency on the SAEB 2003, a test carried out by
the Brazilian Ministry of
Education, even when I controlled for school, class,
teacher and student
characteristics. This relation is stronger in the bottom
of the proficiency
distribution. Furthermore, I find out that school violence
increases the probability
of teacher turnover among schools, indicating that
violence also has an indirect
effect on the students proficiency.
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Elementary school teachers’ perceptions of bullying and antibullying curriculum: a qualitative case studyUnknown Date (has links)
Numerous studies examining bullying among elementary school students and anti-bullying curricula and programs are available in educational literature. However,
little research examines the perceptions of elementary teachers and guidance counselors regarding implementing the curriculum. To address this gap in the literature, my case study focused on three elementary schools and 21 participants (18 teachers and three guidance counselors) in South Florida and their perceptions on bullying and the antibullying curriculum implemented during the 2011 school year. The data collected
included approximately 50 hours of interviews and the disaggregation of each school’s
discipline summary report. There were two major themes that emerged from the study. The first theme (elementary school bullying) addressed the individuals responsible for addressing bullying, the outcomes of bullying, the characterisitcs of a bully, the locations of bullying, and the reasons why bullying occurs. The second theme (elementary school
anti-bullying curriculua) addressed the professional development offered and what is
needed, the components within an anti-bullying curriculum and what is needed, and the
ways in which special needs students are addressed through an anti-bullying curriculum. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection
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A violência na escola: suas manifestações e ações para minimizá-la em uma escola estadual de Pelotas RSElias, Mara Elaine de Lima 26 September 2013 (has links)
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Previous issue date: 2013-09-26 / This study provides to identify and analyze the violence which occurred in school everyday and expose actions that allow for alternatives to solve or minimize the problem in focus. Within this context, intends to get guys involved, getting to know them through the following points: what is childhood, its history, the violence suffered; the school, what is this place, the relationships as forms of power, the concept of violence, the forms of violence that the school receives and reproduces, the way it mobilizes to minimize these conflicts and the knowledge that she has on the social protection programs to combat school violence. The challenge was to propose a waiver of the current reality, of violence, of their demonstrations and action strategies. The research is of a qualitative approach, from the thought of Comprehensive Theory that seeks to understand the phenomenon of violence in their different approaches, investigating and analyzing the lines of subjects involved within the school context. During field research, we used as instruments to interview and focus group. According to this study the violence that happens in school has several ramifications. Violence at school can have its origin through external situations; social, institutional, structural, economic, among others, or through internal situations, such as inadequate methodology, discrimination, prejudice, authoritarian discourse, indifference, etc. Thus, this study presents in its background elements that support the development of this work, as well as the methodology that directed the movement of production of knowledge of this research / Este estudo prevê identificar e analisar as violências surgidas no cotidiano escolar e expor ações que possibilitem buscar alternativas para solucionar ou minimizar o problema em foco. Dentro deste contexto escolar, pretende buscar os sujeitos envolvidos, conhecendo-os através dos seguintes pontos: o que é infância, sua história, as violências sofridas; a escola, que lugar é este, as relações como formas de poder, a concepção de violência, as formas de violência que a escola recebe e reproduz, a maneira como se mobiliza para minimizar estes conflitos e o conhecimento que ela tem sobre os programas de proteção social no combate à violência escolar. O desafio foi propor um levantamento da realidade atual, dos tipos de violência, das suas manifestações e de estratégias de ação. A pesquisa é de abordagem qualitativa, a partir do pensamento da Teoria Compreensiva que busca compreender o fenômeno da violência em suas diferentes abordagens, investigando e analisando as falas dos sujeitos envolvidos dentro do contexto escolar. Durante a pesquisa de campo, utilizou-se, como instrumentos a entrevista e o grupo focal. De acordo com este estudo a violência que acontece na escola tem várias ramificações. A violência na escola pode ter sua origem através de situações externas; social, institucional, estrutural, econômica, entre outras, ou através de situações internas, como metodologia inadequada, discriminação, preconceito, discurso autoritário, indiferença etc. Sendo assim, este estudo apresenta na sua justificativa elementos que dão suporte para o desenvolvimento deste trabalho, bem como a metodologia que direcionou o movimento de produção do conhecimento desta pesquisa
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