Urban Teachers' Perceptions of School Violence

Autor/in	Church, Gregory L.
Titel	Urban Teachers' Perceptions of School Violence
Quelle	(2011), (167 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1246-0023-9
Schlagwörter	Hochschulschrift; Dissertation; Urban Teaching; Violence; Urban Schools; Metropolitan Areas; Intervention; Teacher Education; Preschool Teachers; Elementary School Teachers; Teacher Attitudes; Teacher Characteristics; Interviews; Qualitative Research; Case Studies; School Role; Community Role; Family Role; Prevention; Professional Development + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Urban education; Stadtteilbezogenes Lernen; Gewalt; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Ballungsraum; Lehrerausbildung; Lehrerbildung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Interviewing; Interviewtechnik; Qualitative Forschung; Case study; Fallstudie; Case Study; Prävention; Vorbeugung
Abstract	Teachers may not be trained on how to prevent or address school violence and/or may lack the skills necessary to provide adequate intervention strategies. The purpose of this study was to explore urban K-6 teachers' perceptions of school violence at one metropolitan school. The conceptual framework for this study was supported by Bronfenbrenner's nested ecological development theory, which characterizes violence as an interaction among several subsystems, such as factors internal and external to the school. The research questions were related to urban K-6 teachers' perceptions and knowledge of school violence and obstacles that prevent them from addressing school violence. The focus of this qualitative case study was 6 teachers' perspectives on school violence including prevention and intervention methods. Audiotaped semistructured interviews were transcribed and analyzed by comparing and contrasting emergent themes, with similar themes being combined as a method of data reduction. The main findings highlighted the significance of understanding teachers' perceptions that the school, community, and family play in addressing school violence. Key results indicated that the teachers lacked training to cope with school violence and felt that professional development opportunities should be a priority at the school and district levels to support teachers in the classroom. One conclusion is that this study may lead to a blueprint for safer schools to end acts of violence. Based on the findings, it is recommended that teachers be trained to learn coping skills to address school violence. Social change implications include providing professional development opportunities for teachers, parents, community members, and local educational agencies on school violence. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10