Safe2Tell® : an anonymous, 24/7 reporting system for preventing school violence

There is widespread agreement that many school shootings could be prevented if authorities were informed that a student was planning or preparing to carry out an attack. A universal problem is that young people are highly reluctant to report on their peers. This code of silence represents a major barrier to prevention efforts. In response to the Columbine shooting, the state of Colorado established the Safe2Tell? anonymous, 24/7 reporting system for receiving and forwarding threats of violence, bullying, and other concerns. This article describes how the program has grown to the point that it now receives more than 100 calls per month. A series of case examples illustrates its success in responding to threatening situations, including twenty-eight potential school attacks.     

The Social Construction of Local School Violence Threats by the News Media and Professional Organizations

The research presented here examines the social construction of local school violence threats in the context of national claims-making about school violence, particularly school shootings. In light of the news media glare surrounding other school shootings, school and police officials in Burlington, Wisconsin assessed the threat posed by five high-school youth who allegedly plotted to carry out a school attack in November 1998. Social constructionist scholarship has shown that claims made about a problem and the way it is framed in the news media and other informational contexts shape an audience's perception of a social problem's seriousness, prevalence, setting, and causes. But as William Gamson and others have pointed out, "readers" are not passive recipients of media messages; rather, they actively interact with those messages to construct meaning. This research project involved two components: (1) content analysis of the print media (in two periods 1992–1993 and 1997–1998) and law enforcement and school administrator publications and conference materials; and (2) in-depth, semistructured interviews with 13 respondents, including the 11 Burlington school and police officials who assessed and acted on this case. In this paper, I examine how the (Racine) Journal Times and professional organizations constructed (and reconstructed) school violence and how local decision-makers interpreted their own school violence threat in the context of the news media's and professional organizations' constructions.     

School Order,Justice, and Education: Climate,Discipline Practices,and Dropping Out

There is a growing body of research that explores how school climate, order, and procedural justice are related to violence within American public schools. What remains in the background, however, is how school climate, order, and justice are related to aspects of education such as dropping out. This study uses multilevel analysis, drawing from the Educational Longitudinal Study of 2002, to examine the effect of school climate, order, and justice on dropping out. Results indicate that, when considering the various dimensions of school climate, order, and justice, a student receiving a formal school sanction remains the strongest factor related to the likelihood of a student dropping out of school. These results underscore the importance of careful design and implementation of school discipline and safety policies.     

Bullying behaviour in secondary schools: what roles do teachers play?

Teachers have an important role to play in the management and prevention of bullying. Although many anti‐bullying programmes advocate a ‘whole school approach’, they tend to focus on student‐student behaviours and rarely examine the nature of other relationships which exist in the school. This study examines bullying between students and teachers at two time points. Thirty per cent of students said they were bullied by teachers at both times. Numbers reporting they bullied teachers were 28 per cent and 16 per cent, respectively. The paper explores the important role that teachers play in dealing with bullying in a school setting by modelling appropriate behaviours and dealing with it effectively. If teachers are victimised by or engage in bullying students this has implications for the ethos within the school and may also impact on the success of anti‐bullying programmes. Copyright © 2008 John Wiley & Sons, Ltd.     

School Gangs of Yogyakarta: Mass Fighting Strategies and Masculine Charisma in the City of Students

In Yogyakarta twenty-three school gangs including secular, Catholic, Christian and Islamic school gangs were identified in 2007/2008. Gangs not only proliferated in city settlements or kampong after the fall of the New Order regime in 1998, but they also developed in urban secondary schools and many are beholden to political parties. The growth of gangs is due to a number of conditions, including weakening authority of the state, absence of state surveillance and the reduction in social control from families and schools. This article addresses three questions: how and why did schoolboy gangs emerge in Yogyakarta; what is the pattern of hostility and what drives the young men to confront each other through violence and; how do the leaders of the gangs express their identities and charisma both in front of their enemies and in front of their anak buah (followers)? The first part of this essay gives an overview of the emergence of Indonesian youth gangs; the second considers contestation and hostility including tawuran (mass fighting) and stealth and attack strategies, such as nglitih (a sudden attack by a few); and the third addresses the nature of charismatic leadership through depictions of gentho (the powerful leader). I also describe how a student builds prowess as a leader during the preparation of tawuran and when carrying out attacks on the enemy school.     

A developmental perspective on the Virginia Student Threat Assessment Guidelines

The Virginia Student Threat Assessment Guidelines were developed to help multidisciplinary school-based teams use a decision tree to evaluate student threats and take appropriate preventive action. A main goal of this approach is to allow school-based teams to recognize and respond to the developmental complexities of children and adolescents without resorting to the use of zero tolerance discipline. The model takes a triage approach that involves progressively more extensive assessment and intervention according to the severity of the threat and the student's intentions. The article summarizes two field test studies of the model, a study of training effects on staff attitudes and knowledge about violence prevention, and a quasi-experimental study showing that secondary schools using the model enjoyed a more positive school climate characterized by less bullying and greater willingness among students to seek help for threats of violence.     

Twenty-first century learning in school systems: the case of the Metropolitan School District of Lawrence Township, Indianapolis, Indiana

To empower students with skills such as information and technological literacy, global awareness and cultural competence, self-direction, and sound reasoning, teachers must master these skills themselves. This chapter examines how the Digital Age Literacy Initiative of the Metropolitan School District of Lawrence Township in Indianapolis, Indiana, which is funded by the Lilly Endowment, incorporated twenty-first century learning through a systemic approach involving teacher training and the use of data. The authors explain the district's content, process, and context goals toward accomplishing its mission of empowering students with the necessary twenty-first century skills to succeed in the digital age. The district places a strong emphasis on professional development for teachers. To support the necessary teacher learning and therefore sustain the work of the initiative, the district has adopted action research, self-assessment, and an online professional development network. To support teachers in implementing new strategies, master teachers serve as digital age literacy coaches. The chapter discusses the initiative's focus on evidence of progress. Through a partnership with the Metiri Group of California, the district has built a range of assessments including online inventories and twenty-first century skill rubrics. For example, the Mankato Survey collected teacher and student data around access, ability, and use of technology in the classroom in 2001 and then in 2004. This research showed significant gains in some technologies across all grade levels and consistent gains in nearly all technologies for middle and high school students. As it moves into the next phase of implementing the Digital Age Literacy Initiative, the district embraces the systemic shifts in school culture necessary to institutionalize twenty-first century learning.     

“Nothing More Than the Usual Injury”: Debating Hockey Violence During the Manslaughter Trials of Allan Loney (1905) and Charles Masson (1907)

This historical case study of violence in Canadian hockey examines media coverage of two manslaughter trials: the 1905 trial of Allan Loney and the 1907 trial of Charles Masson. Both players stood accused of killing opposing players by striking them in the head with their hockey sticks. In each case, the offending player was acquitted in the courts, mainly because such violence was deemed intrinsic to the sport. Injuries that resulted from violent acts were downplayed or ignored; even death from a deliberate stick attack could be rationalized as an unfortunate accident. Newspaper accounts of the deaths, trials, and subsequent acquittals offer valuable insight into the cultural narratives surrounding hockey violence and notions of masculinity in early twentieth‐century Canada. These cases generated considerable debate around the issue of what constituted “clean” and “rough” hockey. The game reports, trial coverage, and public opinion examined in this case study suggest that stick‐swinging incidents and aggressive play have been regarded as ordinary and “proper” aspects of “strenuous hockey” for more than a century. The historical examination of such cases is important because the justifications for violence that were articulated in the context of the deaths continue to be voiced in contemporary discussions of hockey violence. As long as fighting and aggression remain markers of masculinity – and hockey continues to be seen as a training ground for manhood – it will be difficult to remove such forms of violence from the sport.     

Why social work should care: Television violence and children

There is an abundance of research on the influence of television violence on children. The convergence of research demonstrates an association between heavy viewing of violence and aggressive behavior. Despite thirty years of research, regulatory policy has failed to decrease violence on children's television. Children exposed to high rates of violence on television may be at greater risk of developing school and social problems. This paper highlights both research and theory which explains the relationship of television violence to children. It further makes the case that television violence should be an important and legitimate concern for social work.Ms. Lazar is an Associate Professor of Social Work at the University of Southern Maine and a Doctoral student at Simmons School of Social Work.     

"KICK 'EM WHEN THEY'RE DOWN":

The latest version of the frustration-aggression hypothesis (here, FA) posits that any form of negative affect or distress is likely to increase the likelihood of aggression. Stressful life events could thus produce aggression and violence because they create negative affect. In contrast, the social interactionist (SI) approach interprets many acts of aggression as expressions of grievances and informal social control. Stressful life events cause people to behave in ways that lead others to attack them. This study examines these approaches using (1) an adult sample of ex-criminal offenders, exmental patients, and the general population, and (2) longitudinal data obtained from a national sample of high school boys. The results suggest that being a target mediates the negative life-events/aggression relationship, thus favoring SI over FA. Also, anger affects other forms of delinquency as strongly as it affects aggressive behavior, implying that some forms of delinquency, not usually associated with aggression, have aggressive goals.     

Testing the feasibility of a value‐added model of school quality in a low‐income country

Value‐added models (VAMS) are commonly used in high‐income countries for measuring the quality of teachers and schools, on the grounds that they are a fairer reflection of true quality than simple average test scores, as they account for differences in student intake. Not accounting for student's prior test scores can give a misleading impression of school quality. In this article, we adapt the current VAM of secondary school quality to the Ugandan context, and test its robustness. Using official test score data from Uganda, we test the robustness of the model to a range of different empirical specifications, including sensitivity to the inclusion of controls for student socioeconomic status. We find that the model is robust to a variety of different specifications and control variables. The VAM is low cost and has the potential to provide a clearer signal to parents, teachers, schools, and policy‐makers about how much learning is actually happening in different schools. This approach could be carried out at low cost in a wide range of low‐income countries that have similar testing regimes.     

Ethnography of Teacher Training: mantras for those constructed as 'other'

This article draws on a 1 year ethnographic study of the process of teacher training from an inclusive position and that of general postgraduate training. Student teachers elected either to teach a given subject or to train in 'inclusive education' which aims to accommodate all learners, regardless of the notion of 'disability' or other forms of difference. The inclusive position challenges the notion of 'difference' and invites examination into how educational policy has the potential to enforce oppressive norms. The research reported here illustrates how socially constructed norms in relation to behavior and achievement are reproduced in the classroom. Ethnographic data demonstrates how educational philosophy is delivered to student teachers that supports either exclusive or inclusive strategies of teaching. The political environment that student teachers are immersed in is examined, together with documentation of the process of training and its inherent politics. Reflective points include how the political environment which teaching is delivered simultaneously creates and enforces dominant discourses of difference. Critical reflection on this research suggests that those involved in inclusive approaches to education need to be vigilant against the inclusive argument becoming a mantra.     

基于教师科研工作的高职学生创新能力培养

在示范性院校建设以后,科研是提升高职院校办学水平的重要方面。针对目前高职教师科研工作的困境以及高职学生创新能力培养不足的问题,分析了高职学生参与教师科研工作的可行性,提出了基于教师科研工作的高职学生创新能力培养方式和对高职学生创新能力的评价方法。     

Using Samples-of-Opportunity to Assess Gender Bias in Principal Evaluations of Teachers: A Cautionary Tale

This paper uses two “samples-of-opportunity” datasets to examine whether principal evaluations of teachers differ systematically across genders after controlling for arguably gender unbiased measures of teacher productivity---namely value-added student test scores calculated relative to other teachers in the same grade/school (where teachers are randomly allocated to classrooms within the same grade/school). While the two datasets appear to be quite similar in nature, both were samples-of-opportunity in that they were not representative of any particular population. Our findings differ substantially across datasets. This exercise reveals how results in the education and discrimination literature may be sensitive to the sample used.     

Training Students as Facilitators in the Youth Empowerment Strategies (YES!) Project

SUMMARY

This article describes the training of students as facilitators for the Youth Empowerment Strategies (YES!) project designed to promote problem-solving, social action and civic participation among underserved elementary school youth in West Contra Costa County, California. This project involved 160 fifth grade students in after-school activities which identified their capacities and strengths in ways which aimed to decrease rates of alcohol, tobacco and other drug use and other risky behaviors. The article describes the recruitment and training of high school students and their graduate student counterparts as facilitators in this university-community partnership, and discusses the implications for other youth-focused community-based projects.     

High School Social Climate and Antisocial Behavior: A 10 Year Longitudinal and Multilevel Study

A longitudinal and multilevel approach is used to examine the relationship between antisocial behavior during adolescence and high school social climate. The data are taken from a longitudinal study of 1,233 boys and girls who attended 217 public and private high schools. Students' disruptive behaviors were assessed yearly from 6 to 12 years of age. High school social climate was assessed by teachers, and students reported on their violent and nonviolent antisocial behavior while in high school. The multilevel analyses revealed (1) a large difference between the percentage of variance explained within schools (97%), compared with between schools (3%), and (2) teachers' reports of classroom behavior problems explain between‐school differences in student reported antisocial behavior, after controlling for students' family adversity and history of behavior problems during elementary school. The theoretical and practical implications of the study are examined and future directions for research are discussed.     

The Prevalence of Sexual Abuse by K-12 School Personnel in Canada, 1997–2017

ABSTRACT

Studies surrounding the sexual abuse of children by school personnel in Canadian contexts are infrequent and often limited in their scope. The present study addresses this drawback with a contribution of data gathered from disciplinary decisions of educator misconduct, media reports, and published case law concerning child/student sexual abuse cases (between 1997 and 2017) that involved any individual employed (or formerly employed) in a Canadian K-12 school. The study revealed a number of interesting points about the larger student victim and offender demographic patterns and characteristics across Canada. The study found 750 cases involving a minimum of 1,272 students and 714 offenders, 87% of which were male. Moreover, 86% of all offenders were certified teachers, and offenders employed grooming as the main tactic in 70% of the cases. Of the child/student victims, 75% were female, 55% were sexually abused on school property, and more than two-thirds of all victims were in high school at the time the offense was committed. The study also found that excluding Ontario and B.C., the media was the sole source of information for 50–86% of all cases depending on the province/territory. Finally, almost three-quarters of offenders from the study were charged with at least one criminal offense, and of the cases that proceeded to trial, 70% resulted in findings of guilt.     

Social supports preferred by the teachers when facing school violence

Objectives

This study aims at examining whether the social support sources of teachers differ depending on the variables of gender and seniority when they encounter violence at school and investigating their opinions on precautions against school violence.

Methods

Data was collected via a questionnaire from a sample of 179 female and 166 male Turkish teachers. Chi-square and Mann-Whitney U tests were used for data analysis.Results: Male and female teachers preferred to share the experience of exposure to verbal (χ² (5) = 22.81, p < .01), physical (χ² (5) = 36.64, p < .01), emotional (χ² (5) = 26.13, p < .01) and sexual violence (χ² (5) = 37.43, p < .01) at school with different social support sources. Male teachers preferred their colleagues as social support sources whereas female teachers preferred their spouses/families. Social support sources which teachers prefer when they face any type of violence other than sexual violence differ due to the length of teaching experience. School administrators and counselors are not among the social support sources of teachers when they were exposed to violence.

Conclusions

Turkish teachers' preferences related to their victimization experiences indicate a need for prevention program encompassing teachers, school counselors and administrators.     

Student and school factors associated with school suspension: A multilevel analysis of students in Victoria,Australia and Washington State,United States

One of the common issues schools face is how best to handle challenging student behaviors such as violent behavior, antisocial behavior, bullying, school rule violations, and interrupting other students' learning. School suspension may be used to remove students engaging in challenging behaviors from the school for a period of time. However, the act of suspending students from school may worsen rather than improve their behavior. Research shows that suspensions predict a range of student outcomes, including crime, delinquency, and drug use. It is therefore crucial to understand the factors associated with the use of school suspension, particularly in sites with different policy approaches to problem behaviors. This paper draws on data from state-representative samples of 3129 Grade 7 and 9 students in Washington State, United States and Victoria, Australia sampled in 2002. Multilevel modeling examined student and school level factors associated with student-reported school suspension. Results showed that both student (being male, previous student antisocial and violent behavior, rebelliousness, academic failure) and school (socioeconomic status of the school, aggregate measures of low school commitment) level factors were associated with school suspension and that the factors related to suspension were similar in the two states. The implications of the findings for effective school behavior management policy are that, rather than focusing only on the student, both student and school level factors need to be addressed to reduce the rates of school suspension.     

Discipline,Shaming and Antisocial Attitude in Philadelphia Middle Schools

The U.S. school system has changed fundamentally in its basic approach to social control in recent decades, with harsh approaches to student discipline having increased in popularity despite data showing pronounced and steady declines in incidents of both school violence and juvenile delinquency. This study revisits a sample of students in the Philadelphia School District to examine how perceptions of school rules and administration are associated with antisocial attitudes among students who were recently disciplined. The analysis included measures of interdependency, shaming, and peer association derived from reintegrative shaming theory. Findings from multiple regression analysis show that students who perceived their sanction as reintegrative in the school context were less likely to hold antisocial attitudes. Implications of the findings are discussed.