Literaturnachweis - Detailanzeige
Autor/inn/en | Vincent, Claudia G.; Walker, Hill; Espelage, Dorothy L.; Murray, Christopher; Svanks, Rita; Pennefather, Jordan; Valido, Alberto; Marquez, Brion |
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Titel | Initial Field Test of the SOARS (Student Ownership, Accountability, and Responsibility for School Safety) Framework for High Schools |
Quelle | In: NASSP Bulletin, 106 (2022) 2, S.154-176 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Vincent, Claudia G.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0192-6365 |
DOI | 10.1177/01926365221102378 |
Schlagwörter | School Safety; School Violence; Prevention; Student Behavior; Student Attitudes; High School Students; Bullying; Educational Environment; Teacher Attitudes; High School Teachers; Parent Attitudes; Program Effectiveness; Satisfaction School; Schools; Violence; Schule; Gewalt; Prävention; Vorbeugung; Student behaviour; Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mobbing; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerverhalten; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Elternverhalten; Zufriedenheit |
Abstract | We present outcomes from a field test of a student-centered and technology-driven school safety framework. We describe the framework components rooted in school violence prevention. Results from our field test indicate moderate student and teacher use of the framework components, improvements in student perceptions of school safety, reductions in student reported peer victimization, and reductions in teacher and parent reported inappropriate student behavior. Consumer satisfaction rating were adequate. We present recommendations for implementing a school safety framework emphasizing student voice. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |