Thesis (Ed. D.)--University of La Verne, 2003. / Includes bibliographical references (p. 119-128).

Thesis (Ed. D.)--University of La Verne, 2003. / Includes bibliographical references (leaves 119-128).

This study concerns the perceptions of school-based violence amongst grade nine male and female learners in a working class high school in Durban. The school's racial dynamics has seen a change from a largely Coloured population to a majority Black school population. As an educator in the school and as a member of the community in which it is located, I am aware of several instances of violence within the school and the locale. I am also aware of several incidents that have been noted by community members whereby male and female learners have retaliated violently against those male and female educators who remain reliant on physically violent methods of classroom management. Former school-based policies aimed at curbing violence within this school have proved to be unsuccessful. In drafting these policies, not only have the school's management team failed to consider learner-perceptions regarding their experiences of violence - they have also failed to recognize the gender dimensions of violence. This study attempts to fill this gap. Research data was gathered by means of a semi- structured questionnaire in the form of essays in which my research sample were requested to reflect on their recent experiences of school-based violence. The data suggests that violence is a common occurrence at the school and impacts negatively on all learners. However, there are differences in the effects of violence on male learners as compared to the female learners. Some of the violence affirmed a violent hegemonic masculinity while girls also committed violence against other girls and boys. No effective strategies exist to counter the prevalence of violence in the school. This study shows why it is necessary to focus on the gendered nature of violence in schooling. / Thesis (M.Ed.)-University of Natal, Durban, 2003.

This research article deals with the implementation of peace education in the intermediate phase of South African schools. The specific questions that this research article attempts to address are: (i) What is peace education, with particular reference to its aims and objectives? (ii) Why is it important to include peace education in any school curriculum? (iii) What is the present status of peace education in the National curriculum? (iv) What has been the experience of educators with this curriculum? (v) How may the curriculum be modified to take account of peace education principles? Chapter one provides an overview, outlining the research objectives and the structure of the research article. Chapter two attempts to review the body of literature that has been written on the subject of peace education. In an effort to accomplish this, the article firstly attempts to provide a widely accepted definition of the concept of peace education. In this regard several definitions of different researchers have been presented and discussed and finally a single definition has been formulated for the purposes of this article. Chapter two attempts to provide an analysis of the aims and objectives of peace education. The varying views by different researchers have been presented. After careful consideration of these views a set of aims and objectives have been presented for the purpose of this research article. Chapter three provides strong evidence that children who are exposed to peace education develop more positively. They perceive their social world and react to social factors in a less hostile way. Furthermore, these individuals see violence as an unacceptable option, and choose nonviolent ways to resolve conflict. Chapter four reviews the research design that has been used in data collection. This chapter also focuses on the methodology and techniques employed in the analysis of the data. Chapter five provides an analysis of the research findings. This analysis is presented in two parts. Chapter six focuses on those objectives of peace education that are of critical importance but have not been included in the National Curriculum Statement grades R-9 (schools) 1997 (NCS) or the Revised National Curriculum Statement grades R-9 (schools) 2002 (RNCS). It will be illustrated that when these objectives are incorporated in the curriculum, it will strengthen the curriculum in terms of its provision for the effective teaching of peace education. Chapter seven contains a summary of the salient discussion points of the research and concluding remarks by the researcher. / Thesis (M.A.)-University of Natal, Durban, 2003.

This study examined the dynamics of school violence and the role of school leadership in reducing it in two Umlazi township schools. A case study was conducted in two secondary schools in Umlazi township. The aim of the study was to explore how school leaders (School Governing bodies, School Management Teams, educators, learners and parents) help schools to reduce violence. This qualitative study was set in the interpretivist paradigm. The research tools compromised of semi-structured interviews, documents analysis and observations. The two theories which underpinned this study were violent and non-violent theories. A review of international and national literature around school violence revealed that some of the challenges of learner-indiscipline encountered by South African schools were being experienced world-wide. The findings of this research were a revelation to me that violence in schools and in the community has escalated to such an extent that it has become an access problem for some learners in many schools in South Africa (SAIRR, 2008). I had a privilege of experiencing first-hand what secondary school educators, managers and parents encountered and dealt with on a daily basis. It is evident that learner indiscipline is on the increase; educator’s teaching time is being consumed in dealing with discipline issues; educators are becoming frustrated and demoralised; the tribunal hearings are not regarded as an effective structure by educators, learners and parental involvement is lacking as parents seems to have abdicated the responsibility for their children’s behaviour and education to the school management and educators. Further, the SGB play a limited role in the activities of the school due to their incapacity and lack of empowerment. Some of the recommendations based on the findings are that schools must involve all stakeholders in the formation of the Code of Conduct policy. The contents and procedures outlined in the policy must be communicated to all stakeholders and there must be consistency in its application. Stakeholders must formulate innovative strategies to engage parents to actively participate in the activities of the school. The Department of Education must fulfil its obligation to capacitate parents and other stakeholders. An empowered SMT and SGB will make a greater contribution to the elimination of school violence. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2013.

The purpose of this study is to describe and provide a critical review of a program called peer mediation currently adapted by a Montreal Area Anglophone School Board or MAASB. This program was implemented to address the growing incidence of violence and conflict within MAASB high schools. This study focuses on the objectives that the MAASB established in addressing the problem of violence in their high schools and the peer mediation programs' ability to meet these objectives based on the claims it purports to. Described and examined in this study is the setting in which peer mediation becomes a suitable "response" to conflict and violence in high schools and including: the role and responsibilities of schools; some of the sources and causes of violence; some of the challenges facing adolescents; and the links between violence as the problem, peer mediation as a possible solution, and the role schools play to make this happen. Of specific interest and addressed in this study is whether or not the peer mediation program is resolving violence and conflict at the source, or if the program serves primarily as problem management. Following a qualitative approach to research, observation and interviews were conducted using semi-structured and open-ended methods. This study also includes some recommendations for further research.

The research reported in this thesis investigated the reputational orientations and aggressive behaviour of primary school aged bullies. It also sought to determine whether the reputational orientations of bullies who were loners differed to those who had established friendship networks. To achieve the research aims four separate yet inter-related studies were conducted. Study One explored the construct of reputation and its relevance to the bullying behaviours of 23 male and 23 female Grade 5 (10 year old) children from eight separate primary schools. All of these children had been suspended from school because of their bullying. Semi structured interviews revealed that reputation was an important construct to bullies, primarily because of the feelings of strength, power, and social status attributed to them by others as a result of their bullying. They also reported that the type of image and status they attained from bullying others was what they were actively seeking. To achieve their desired image different types of overt and covert bullying acts were perpetrated. The bullies also revealed that they carefully selected the physical locations where they bullied others so as to maximize the visibility of their actions to others. The school oval, playground and toilets were the most popular locations, but the use of new media such as mobile phones and the internet allowed them to bully others without the presence of an audience. The bullies also reported that their victims communicated what had happened to them to others, which disseminated their actions to a wider audience. It was clearly evident from Study One that the construct of reputation was important to bullies and was worthy of further investigation.

Thesis (Ph. D.)--University of Texas Health Science Center at Houston, School of Public Health, 1993. / Typescript. Includes bibliographical references (leaves 164-178).

No description available.

Submitted by RAFAEL PETTA DAUD null (rafaelpetta@hotmail.com) on 2018-04-02T14:04:43Z No. of bitstreams: 1 DISSERTAÇÃO MESTRADO RAFAEL PETTA DAUD.pdf: 1727795 bytes, checksum: ffe8cfb7046e5063771c5eb5fcb412e8 (MD5) / Approved for entry into archive by Carolina Lourenco null (carolinalourenco@fclar.unesp.br) on 2018-04-02T15:20:03Z (GMT) No. of bitstreams: 1 daud_rp_me_arafcl.pdf: 1727795 bytes, checksum: ffe8cfb7046e5063771c5eb5fcb412e8 (MD5) / Made available in DSpace on 2018-04-02T15:20:03Z (GMT). No. of bitstreams: 1 daud_rp_me_arafcl.pdf: 1727795 bytes, checksum: ffe8cfb7046e5063771c5eb5fcb412e8 (MD5) Previous issue date: 2018-02-01 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Atualmente, os casos de bullying – forma de violência específica da relação entre pares – são frequentemente confundidos e desvalorizados pelos docentes, que não sabem como identifica-los e, muito menos, como neles intervir. Deste modo, as explicações que dão a estas situações podem revelar formas de Desengajamento Moral, imbricadas em suas justificativas para não agirem moralmente. A partir desta conjectura, este trabalho, um estudo exploratório de natureza quantitativa, se desenvolve em torno de três objetivos: reconhecer as estruturas autorreguladoras que se caracterizam como mecanismos de engajamento ou desengajamento moral frente a duas situações hipotéticas de bullying (uma com o enredo de uma vítima típica e outra com vítima provocadora), validando para tal um instrumento de larga escala construído especialmente para avaliar os engajamentos ou desengajamentos morais em adultos; comparar os níveis de qualidade moral das respostas obtidas por meio da aplicação de nosso instrumento de investigação a um grupo de professores que tiveram formações sobre o tema da convivência moral na escola e que experimentaram o movimento de implantação das Equipes de Ajuda em suas instituições de ensino (grupo COMFEA) e a outros que não tiveram esta oportunidade (grupo SEMFEA); comparar os resultados encontrados entre professores do Brasil e da Espanha, onde as práticas de implementação dos Sistemas de Ajuda já são consolidadas. Fazem parte desta amostra 328 professores vinculados a redes de Educação Básica do interior do Estado de São Paulo, selecionados a partir de uma escolha, em parte, aleatória, que constituíram a amostra brasileira, e 395 professores espanhóis compõem o grupo para o estudo intercultural. Destes, uma parcela é de professores escolhidos intencionalmente (55 brasileiros e 128 espanhóis), cujo critério de escolha foi terem passado pelo programa de formação de professores destacado. Como resultados principais, obtivemos a validação de nosso instrumento de investigação para as amostras brasileira e espanhola, a obtenção de respostas moralmente mais evoluídas a favor dos professores pertencentes ao grupo COMFEA, tanto no Brasil quanto na Espanha – embora neste último país a diferença entre os professores do grupo COMFEA e do grupo SEMFEA tenha sido menor do que a encontrada entre brasileiros – e níveis gerais de qualidade moral mais elevados nas respostas dos professores espanhóis do que nas dos docentes brasileiros, tanto quando comparados os respectivos grupos SEMFEAs quanto os grupos COMFEAs. / Currently, cases of bullying - a form of violence specific to the peer relationship - are often confused and devalued by teachers, who do not know how to identify them, much less how to intervene in them. Thus, the explanations given to these situations may reveal forms of Moral Disengagement, imbricated in their justifications for not acting morally. From this conjecture, this exploratory study of a quantitative nature develops around three objectives: to recognize the self-regulating structures that are characterized as mechanisms of engagement or moral disengagement against two hypothetical situations of bullying (one with the plot of a typical victim and a victim with a provocative victim), validating for this purpose a large scale instrument specially constructed to evaluate the moral engagements or disengagement in adults; to compare the levels of moral quality of the answers obtained through the application of our research instrument to a group of teachers who had formations on the subject of moral coexistence in the school and who experienced the movement of implantation of the Help Teams in their educational institutions (COMFEA group) and others who did not have this opportunity (SEMFEA group); comparing the results found between teachers from Brazil and Spain, where the practices of the implementation of the Aid Systems are already consolidated. This sample is comprised of 328 teachers linked to Basic Education networks in the interior of the State of São Paulo, selected from a random sample of the sample, and 395 Spanish teachers make up the group for intercultural study. Of these, a portion is of teachers chosen intentionally (55 Brazilians and 128 Spaniards), whose criterion of choice was to have passed the outstanding teacher training program. As main results, we obtained validation of our research instrument for the Brazilian and Spanish samples, obtaining more morally evolved answers in favor of teachers belonging to the COMFEA group, both in Brazil and in Spain - although in the latter country the difference between the teachers in the COMFEA group and the SEMFEA group were lower than those found among Brazilians - and overall higher levels of moral quality in the responses of Spanish teachers than in those of Brazilian teachers, both compared to the respective SEMFEA groups and COMFEA groups. / 1585665