School mediation (or peer mediation) is an effective practice for dealing with cases of in-school violence and bullying. According to the results of this retrospective research, conducted in High-Schools of the Municipality of Fyli (Athens metropolitan area, Greece), school mediation programmes contribute to: activating students wishing to help their classmates, taking responsibility and developing social/communication skills of the students involved. At the same time, it is important to point out the substantial gender differentiation in attitudes both towards incidents of in-school violence and bullying, but also to school mediation programmes. Finally, the positive response of students, who participate voluntarily beyond ordinary school hours in these programmes, is a demand for a school that responds to students’ needs.
The Influence Of Gender On The Attitude Of Teachers Towards Outlawing Of Corp...iosrjce
The abolishment of corporal punishment without finding effective alternative methods of managing
behavior in pupils has led to indiscipline and conflicts in primary schools in Kenya. The study sought to
establish whether there is any influence of gender on the attitude of teachers towards outlawing of corporal
punishment in primary schools in Nandi North District. The population of the study comprised of primary
school teachers in Nandi North district. The study adopted a descriptive survey design. The target population
was 713 teachers, however, the sample size was 217 teachers selected through stratified sample random
sampling techniques whereby schools were grouped according to their various characteristics and participating
schools picked randomly by lottery method to ensure equal chances of participation with the selected schools.
Data was collected by use of closed-ended questionnaire and interview schedules. Data was then analyzed by
use of frequencies, percentages, mean and standard deviation. One way analysis of variance (ANOVA) was used
to test whether there is an influence of teachers’ gender, on attitudes towards the outlawing of corporal
punishment in Nandi North district primary schools. Results of the study showed gender had significant
influence on teachers’ attitudes towards outlawing of corporal punishment in schools. In view of the findings,
the study recommends a need to create awareness on alternative methods to corporal punishment and also the
overall effects of corporal punishment on the child.
The Influence Of Gender On The Attitude Of Teachers Towards Outlawing Of Corp...iosrjce
The abolishment of corporal punishment without finding effective alternative methods of managing
behavior in pupils has led to indiscipline and conflicts in primary schools in Kenya. The study sought to
establish whether there is any influence of gender on the attitude of teachers towards outlawing of corporal
punishment in primary schools in Nandi North District. The population of the study comprised of primary
school teachers in Nandi North district. The study adopted a descriptive survey design. The target population
was 713 teachers, however, the sample size was 217 teachers selected through stratified sample random
sampling techniques whereby schools were grouped according to their various characteristics and participating
schools picked randomly by lottery method to ensure equal chances of participation with the selected schools.
Data was collected by use of closed-ended questionnaire and interview schedules. Data was then analyzed by
use of frequencies, percentages, mean and standard deviation. One way analysis of variance (ANOVA) was used
to test whether there is an influence of teachers’ gender, on attitudes towards the outlawing of corporal
punishment in Nandi North district primary schools. Results of the study showed gender had significant
influence on teachers’ attitudes towards outlawing of corporal punishment in schools. In view of the findings,
the study recommends a need to create awareness on alternative methods to corporal punishment and also the
overall effects of corporal punishment on the child.
Influence of School Rules' Formulation on Students' Discipline in Public Seco...inventionjournals
Since independence, the Kenyan Government's desire has been to ensure quality education. However, learning institutions have been plagued with cases of students’ unrest and indiscipline which mitigate against quality education. In spite of the existence of school rules, many secondary schools are reporting a wide range of potentially disruptive behaviors in the classrooms and around the schools. This study sought to investigate the influence of school rules' formulation on students' discipline in public secondary schools in Makueni County. It was guided by four research objectives which were: to determine the influence of students' involvement in the process of formulating school rules on their discipline, to find out whether students know all their school rules and the influence on their discipline, to establish whether students like their school rules and the influence on their discipline and to determine the influence of shared goals and plans on students' discipline in public secondary schools in Makueni County. The study targeted 324 principals, 3,865 teachers and 97,200 students in public secondary schools in Makueni County, and employed descriptive survey design. The sample size of the study, which was obtained by stratified and simple random sampling procedures, was 100 principals, 387 teachers and 398 students who participated in the study. Questionnaire, interview guide and observation schedule research instruments were utilized for the study. Test-retest technique of reliability was used to affirm the reliability of the instruments. The reliability coefficient of the instruments was 0.675 for questionnaire for students and 0.748 for questionnaire for the teachers. Data was analyzed using descriptive and inferential statistics and presented in frequency tables. Pearson Product Moment Correlation Coefficient was used to test the hypothesis. From the data analysis, it was found out that the processes of formulation of school rules and regulations had significant positive relationship at r=+0.612, p=0.030 with levels of students' discipline in public secondary schools in Makueni County. The researcher recommended that principals in public secondary school in Makueni County should actively involve students in the process of formulation of school rules and regulations, so as to enhance students’ discipline.
The Young Lives Longitudinal Study – presentation by Angela Little at the Comparative and International Education Society conference, Washington DC, 13 March 2015.
An online survey of pupils’ experiences of eating disorders - journal articlePooky Knightsmith
Background: Eating disorders (ED) have a peak rate of onset in school-aged children. Little is known about pupils’ experiences of ED within a school setting.
Method: Five hundred and eleven 11- to 19-year-old school pupils completed an online questionnaire exploring their experiences of ED (72% female, 28% male). Responses were analysed using content analysis principles.
Results: Of the participants, 38% had a current or past ED, 49% of these had never received a formal diagnosis. Of the respondents, 59% saw a need to raise ED
awareness. Only 7% would confide in a teacher about an ED.
Conclusions: Efforts are needed to break down
barriers to disclosure and support teachers to play an effective role in the detection and early intervention for
ED.
School learning resources are arguably one of the
most important influencers of students’ scores in
national examinations and hence affect each
individual school’s effectiveness. It had been pointed
out by the Nyanza Provincial Education Board that
the province’s performance in examinations and the
quality of education in general is unsatisfactory and
inadequate. A confidential document entitled the State
of Education in Nyanza Province points out factors
such as inadequate physical facilities, as one of the
factors impacting negatively on school performance in the province. The study sought to investigate the perceived
contribution of school learning resources on students’ scores
Type Of Schools On Loneliness, Guilt, Shame State And Trait Angerijcite
The study aims to determine the factors loneliness, guilt, shame, State
and Trait anger involved in school types of schools. Stratified random
sampling technique was used for the selection of the sample. From the
total population of 750, 38 school students were selected from three
different schools in Chennai city. Personal data sheet developed by the
investigator, Loneliness scale was constructed by Russell D (1996), Guilt
and Shame Taya R.Cohen (2011), The State-Trait Anger expression
inventory-2 Psychological Assessment Resources (1999) were used to
collect data. Results were statistically analyzed through ‘f’ test,
correlation coefficient. In this present research it has been concluded
school environment has an influence its factors such as Family factor,
Loneliness, Guilt Shame, state and trait anger.
This tyoe of document is a ppt report we present before, and this is also part of our lesson and i hope you can learn form it's okay to you anymore and I'm sure you can go to the store and get the rest day guro ako kato lang sa sunod lang thrn you want to go to your house and you can you talk now your here and there will be no one else has a lot of the day i married to you anymore I mean you can get well soon ing oeo sir I will be here for 3
Running head: LITERATURE REVIEW 1
LITERATURE REVIEW 43
Literature Review
Police Involvement with discipline among the Youths
Introduction
The police routinely arrest and transport youths to a juvenile detention center for minor classrooms misbehaviors. The police are given fettered authority to stop, frisk, detain, question, search and arrest school children on and off school grounds. Some are even permanently stationed in nearly every high school. Very many schools employ this method in the country to get discipline in the high-schools (Mallett, 2016). It is considered that this method pushes the children out of the classrooms. It is believed that they are forced out of classrooms into other crimes in the society. The criminal justice system at alarming rates leads to many students being siphoned into the criminal justice system a process called school-to-prison pipeline. The policy encourages police presence at schools, harsh tactics including physical restraint, and automatic punishments that result in suspensions and out-of-class time are vast contributors of the pipeline, but the problem is more complicated than that (Guenther & Taylor, 2016).
The process of youth punishment at school
The process begins with combined zero-tolerance policies in the classroom. When the teacher needs to punish the students, they are referred to the school in the prison system. The process might not be direct, but they are pushed out of class, this will lead students engaging in anti-social behaviors that will lead to them being detained by the police officers designed by the school. The zero-tolerance policies have pre-determined punishments for a full degree of rule violations. The system does not distinguish between serious and non-serious offenses. All student who makes such mistakes is committed to the same level of punishments. The most common example would be showing any signs of indiscipline to the teacher (Guenther & Taylor, 2016).
The second reason is mostly due to school disturbances laws that for example fighting in school or participating in racially discriminatory activities. These policies are managed mainly by school resources officers. The crime that has led to most youths being expelled under this category are students coming to school with drugs or weapons like guns. Male students have registered the highest number of expulsion under the same policies.
Finally, when the kids break municipal laws, they are likely to face the same consequences. The city ordinances that are mostly broken include; youth and students organizing parties that run late into the night causing disturbance to the neighboring community that in turn calls the police. In this case, females who cannot vanish as quickly enough are the ones that are highly.
Peer Attachment and Intention of Aggressive Behavior among School Childreniosrjce
This paper attempts to ascertain the relationship between peer attachment and intention of
aggressive behavior amongst school children. There are literatures related to peer attachment quality and its
effects on adjustment and development.However, relatively little attention has been paid to the relationship
between peer attachments and intention of aggressive behavior. Positive peer attachment, respectively, have
been viewed as protective factors, that prevent peers from engaging in intention of aggressive behaviors, like
violence, risky sexual behavior, and bullying.. While the negative aspect of peer insecure attachment from the
school which is associated with more problematic functioning including higher rates of emotional problems,
substance use, aggression and delinquency. In this study, respondentswere 426 school children (males 199 and
females 227) between 13-17 years old. Data were analyzed using descriptive statistics and Pearson correlation
and t-test for student’sage groups.Peer attachment was measured using inventory of parents and peer
attachment (IPPA) with respect to peer attachment and adolescent intention of aggressive behaviour. Findings
have revealed that over all respondents show that there is a significant positive relationship between peer
influences on intention of aggressive behaviour.And there is no significant difference in age group of the
respondents and intention of aggressive behaviour. Peer influence on intention of aggressive behaviour is high
which is peer to peer aggressive act within the school environment which the harm that is always intention to
cause injuries, and destroy.Thus, expressive support and attention should be extended not just to the victims of
intention of aggressive behaviour cases, but also to intimidators. Recommendation of the study centers on the
need to examine the reports from school counselors and peers that engage in intention of aggressive behaviour.
Influence of School Rules' Formulation on Students' Discipline in Public Seco...inventionjournals
Since independence, the Kenyan Government's desire has been to ensure quality education. However, learning institutions have been plagued with cases of students’ unrest and indiscipline which mitigate against quality education. In spite of the existence of school rules, many secondary schools are reporting a wide range of potentially disruptive behaviors in the classrooms and around the schools. This study sought to investigate the influence of school rules' formulation on students' discipline in public secondary schools in Makueni County. It was guided by four research objectives which were: to determine the influence of students' involvement in the process of formulating school rules on their discipline, to find out whether students know all their school rules and the influence on their discipline, to establish whether students like their school rules and the influence on their discipline and to determine the influence of shared goals and plans on students' discipline in public secondary schools in Makueni County. The study targeted 324 principals, 3,865 teachers and 97,200 students in public secondary schools in Makueni County, and employed descriptive survey design. The sample size of the study, which was obtained by stratified and simple random sampling procedures, was 100 principals, 387 teachers and 398 students who participated in the study. Questionnaire, interview guide and observation schedule research instruments were utilized for the study. Test-retest technique of reliability was used to affirm the reliability of the instruments. The reliability coefficient of the instruments was 0.675 for questionnaire for students and 0.748 for questionnaire for the teachers. Data was analyzed using descriptive and inferential statistics and presented in frequency tables. Pearson Product Moment Correlation Coefficient was used to test the hypothesis. From the data analysis, it was found out that the processes of formulation of school rules and regulations had significant positive relationship at r=+0.612, p=0.030 with levels of students' discipline in public secondary schools in Makueni County. The researcher recommended that principals in public secondary school in Makueni County should actively involve students in the process of formulation of school rules and regulations, so as to enhance students’ discipline.
The Young Lives Longitudinal Study – presentation by Angela Little at the Comparative and International Education Society conference, Washington DC, 13 March 2015.
An online survey of pupils’ experiences of eating disorders - journal articlePooky Knightsmith
Background: Eating disorders (ED) have a peak rate of onset in school-aged children. Little is known about pupils’ experiences of ED within a school setting.
Method: Five hundred and eleven 11- to 19-year-old school pupils completed an online questionnaire exploring their experiences of ED (72% female, 28% male). Responses were analysed using content analysis principles.
Results: Of the participants, 38% had a current or past ED, 49% of these had never received a formal diagnosis. Of the respondents, 59% saw a need to raise ED
awareness. Only 7% would confide in a teacher about an ED.
Conclusions: Efforts are needed to break down
barriers to disclosure and support teachers to play an effective role in the detection and early intervention for
ED.
School learning resources are arguably one of the
most important influencers of students’ scores in
national examinations and hence affect each
individual school’s effectiveness. It had been pointed
out by the Nyanza Provincial Education Board that
the province’s performance in examinations and the
quality of education in general is unsatisfactory and
inadequate. A confidential document entitled the State
of Education in Nyanza Province points out factors
such as inadequate physical facilities, as one of the
factors impacting negatively on school performance in the province. The study sought to investigate the perceived
contribution of school learning resources on students’ scores
Type Of Schools On Loneliness, Guilt, Shame State And Trait Angerijcite
The study aims to determine the factors loneliness, guilt, shame, State
and Trait anger involved in school types of schools. Stratified random
sampling technique was used for the selection of the sample. From the
total population of 750, 38 school students were selected from three
different schools in Chennai city. Personal data sheet developed by the
investigator, Loneliness scale was constructed by Russell D (1996), Guilt
and Shame Taya R.Cohen (2011), The State-Trait Anger expression
inventory-2 Psychological Assessment Resources (1999) were used to
collect data. Results were statistically analyzed through ‘f’ test,
correlation coefficient. In this present research it has been concluded
school environment has an influence its factors such as Family factor,
Loneliness, Guilt Shame, state and trait anger.
This tyoe of document is a ppt report we present before, and this is also part of our lesson and i hope you can learn form it's okay to you anymore and I'm sure you can go to the store and get the rest day guro ako kato lang sa sunod lang thrn you want to go to your house and you can you talk now your here and there will be no one else has a lot of the day i married to you anymore I mean you can get well soon ing oeo sir I will be here for 3
Running head: LITERATURE REVIEW 1
LITERATURE REVIEW 43
Literature Review
Police Involvement with discipline among the Youths
Introduction
The police routinely arrest and transport youths to a juvenile detention center for minor classrooms misbehaviors. The police are given fettered authority to stop, frisk, detain, question, search and arrest school children on and off school grounds. Some are even permanently stationed in nearly every high school. Very many schools employ this method in the country to get discipline in the high-schools (Mallett, 2016). It is considered that this method pushes the children out of the classrooms. It is believed that they are forced out of classrooms into other crimes in the society. The criminal justice system at alarming rates leads to many students being siphoned into the criminal justice system a process called school-to-prison pipeline. The policy encourages police presence at schools, harsh tactics including physical restraint, and automatic punishments that result in suspensions and out-of-class time are vast contributors of the pipeline, but the problem is more complicated than that (Guenther & Taylor, 2016).
The process of youth punishment at school
The process begins with combined zero-tolerance policies in the classroom. When the teacher needs to punish the students, they are referred to the school in the prison system. The process might not be direct, but they are pushed out of class, this will lead students engaging in anti-social behaviors that will lead to them being detained by the police officers designed by the school. The zero-tolerance policies have pre-determined punishments for a full degree of rule violations. The system does not distinguish between serious and non-serious offenses. All student who makes such mistakes is committed to the same level of punishments. The most common example would be showing any signs of indiscipline to the teacher (Guenther & Taylor, 2016).
The second reason is mostly due to school disturbances laws that for example fighting in school or participating in racially discriminatory activities. These policies are managed mainly by school resources officers. The crime that has led to most youths being expelled under this category are students coming to school with drugs or weapons like guns. Male students have registered the highest number of expulsion under the same policies.
Finally, when the kids break municipal laws, they are likely to face the same consequences. The city ordinances that are mostly broken include; youth and students organizing parties that run late into the night causing disturbance to the neighboring community that in turn calls the police. In this case, females who cannot vanish as quickly enough are the ones that are highly.
Peer Attachment and Intention of Aggressive Behavior among School Childreniosrjce
This paper attempts to ascertain the relationship between peer attachment and intention of
aggressive behavior amongst school children. There are literatures related to peer attachment quality and its
effects on adjustment and development.However, relatively little attention has been paid to the relationship
between peer attachments and intention of aggressive behavior. Positive peer attachment, respectively, have
been viewed as protective factors, that prevent peers from engaging in intention of aggressive behaviors, like
violence, risky sexual behavior, and bullying.. While the negative aspect of peer insecure attachment from the
school which is associated with more problematic functioning including higher rates of emotional problems,
substance use, aggression and delinquency. In this study, respondentswere 426 school children (males 199 and
females 227) between 13-17 years old. Data were analyzed using descriptive statistics and Pearson correlation
and t-test for student’sage groups.Peer attachment was measured using inventory of parents and peer
attachment (IPPA) with respect to peer attachment and adolescent intention of aggressive behaviour. Findings
have revealed that over all respondents show that there is a significant positive relationship between peer
influences on intention of aggressive behaviour.And there is no significant difference in age group of the
respondents and intention of aggressive behaviour. Peer influence on intention of aggressive behaviour is high
which is peer to peer aggressive act within the school environment which the harm that is always intention to
cause injuries, and destroy.Thus, expressive support and attention should be extended not just to the victims of
intention of aggressive behaviour cases, but also to intimidators. Recommendation of the study centers on the
need to examine the reports from school counselors and peers that engage in intention of aggressive behaviour.
M a r c h A p r i l 2 0 0 7 Vo l . 2 8 N o . 2 9 3.docxsmile790243
M a r c h / A p r i l 2 0 0 7 Vo l . 2 8 N o . 2 9 3
T H O U G H T S o n I N C I V I L I T Y:
S t u d e n t a n d Fa c u l t y Pe r c e p t i o n s
of U N C I V I L B E H AV I O R in Nursing Education
C Y N T H I A M . C L A R K A N D PA M E L A J . S P R I N G E R
CONNIE SEEMS TO CHALLENGE EVERYTHING HER NURSING PROFESSOR SAYS.
During small-group work, Connie text messages her friends and rarely pays
attention. The professor is impatient and uses harsh language with Connie in
front of other students.
T H I S S C E N A R I O, a common one in many of today’s nursing programs, is typical of sit-
uations that are at best disparaging and, under the worst circumstance, potentially violent.
Evidence suggests that incivility on American college campuses is a serious and growing
concern (1-8).
Fostering an atmosphere of civility on college campuses presents a challenge. To be “civil” is to be polite,
respectful, and decent. Conversely, “incivility ” is defined as speech or action that is disrespectful or rude and
ranges from insulting remarks and verbal abuse to explosive, violent behavior (9). Academic incivility is any
speech or action that disrupts the harmony of the teaching-learning environment. Some uncivil behaviors
can be quite disruptive and affect the academic environment so radically that learning is effectively termi-
nated (10). T H I S A R T I C L E reports on a study of perceptions of nurse faculty and nursing students in one school of
nursing regarding incivility in nursing education, its possible causes, and potential remedies.
ABSTRACT Faculty members complain about the rise of uncivil behavior in their students, and students voice similar complaints about faculty. Using
an interpretive qualitative method for research, this study examined student and faculty perceptions of incivility in nursing education, possible causes
of incivility, and potential remedies. Narrative analysis yielded the following categories: in-class disruption by students, out-of-class disruption by stu-
dents, uncivil faculty behaviors, and possible causes of incivility in nursing education. The authors argue that further research is needed to increase
awareness and understanding about academic incivility, its impact, and its psychological and social consequences.
9 4 N u r s i n g E d u c a t i o n P e r s p e c t i v e s
Review of the Literature I N C I V I L I T Y I N H I G H E R E D U C AT I O N
To create a more civil society, Eberly urges Americans to elevate
common good over self-interest, to encourage wider civic partici-
pation, and to renew social values (11). Carter believes that rude-
ness and disrespect are “the merest scratch of the surface of [our
societal] crisis” (12, p. 16) and evidence of our nation’s growing
incivility. According to Carter, selfishness and getting one’s own
needs met are crowding into the social life of America, including
our nation’s classrooms.
While academic incivility is ...
This paper reviews studies on school safety and safety precautionary measures in schools to safe guard the lives and properties in the school environment. To this end, the review is done under the following headings: theoretical framework; concept of safe school; relevance of the concept of safe school to health education; empirical evidences of studies on school safety. The primary responsibility of every Local Education Authority (LEA) is to ensure a safe and secure environment for students, staff and visitors. Specific actions that schools can take to increase school safety include ways to identify possible warning signs of students-at-risk and provide support to such students who do not feel that they belong in the school community. Working together, schools and community partners can focus their emergency planning using national guidance, including efforts to build a positive school climate to establish relations of trust and respect among students and staff in order to encourage them to share information about threatening behavior before an incident occurs. Students who do not feel safe at school stay home, and when students are not in school, they do not perform academically; it is therefore recommended that students’ perception of safe school is vital for progress in the entire educational endeavour.
Culture, Gender and Technology Enhanced Learning (Richter & Zelenkauskaite, I...Richter Thomas
PrePrint of: Richter, T. & Zelenkauskaite, A. (2014). Culture, Gender and Technology Enhanced Learning: Female and Male Students' Perceptions across three Countries. In: Nunes, M.B. & McPherson, M. (Eds.), Proceedings of the 8th IADIS International Conference e-Learning 2014, part of the Multiconference on Computer Science and Information Systems (MCCIS), IADIS Press, Lisbon, Portugal, pp. 3-12.
The Contribution of the Community in Supporting Schools in Dealing with Selec...paperpublications3
Abstract: In the South African School Act, the principles of partnership and co-operation are strongly emphasised. The community is given obligation by the Department of Education to support the school. This research is focused on the role of the community in supporting school in dealing with community-based problems such as drug abuse and poverty. The aims of this research were to determine ways and means in which the relationship between the community and the school could be promoted, to investigate how the community supports the school in dealing with community-based problems and to find ways and means by which the school can involve the community. In this research quantitative and qualitative techniques were used to collect the data. Questionnaires were completed by the learners from the four selected schools within Khakhu community, educators from the same four schools and community members. The findings revealed that drug abuse is a problem of both the community and the school. The research indicated that both the community and the school are ready to support each other.
please based on the first section of the paper and edit this sec.docxcherry686017
please based on the first section of the paper and edit this second section to fit the influence of the paper. here is the criteria that the paper will be graded
Section intro
Topic sentences
Evidence
Transitions (in and within paragraph)
So whats
Surface Features
Grammar
Spelling
Commas
Word use
APA
so, please feel free to add to the second section from the references or add what you see is appropriate to add even from different articles.
First section:
A democratic education means an education free from any discrimination based on class, physical fitness, mental fitness, and race. Danforth (2001) explored the extent to which Deweyan perspective on democracy has been adopted in matters of special education. He explored several cases where this democratic perspective has been used to make decisions. The result of this conclusion is that the Deweyan perspective on democracy has influenced so many decisions that have been made concerning special needs education. This study explores the Deweyan perspective in relation to special education. This study shows how much democracy has been adopted in special education. On other hand, Stone et al (2016) analyzed Dewey’s philosophy and the part it plays in special education. Dewey’s philosophy encourages inclusivity which is a very important factor in special education. Inclusivity in children with special needs makes them feel appreciated as members of the larger community. This study outlines the aspects of equality and democracy in education. In this literature this study shows that disability is how we define it in order to achieve democracy in education, and how democracy in special education can be achieved.
When discussing the educational system, researchers seek justice within the schools as a part of representing the democratic values in education. In this study, Minton and Sullivan (2013) aimed at exploring the system of justice in schools to determine how much transformational leadership was applied especially in regard to students with special needs. With a sample of respondents from 26 schools and through surveys and interviewing methods, they embarked on their research. The result of this research was that the adoption of transformative leadership depended on the behavior and nature of the leaders in the school. This study is addressed in this paper because it shows to what extent transformative leadership has included students with special needs. This paper could represent the roots of how we reform the educational system in Saudi Arabia, and trying to connect this study to shape the educational vision 2030 of Saudi Arabia.
In Einarsdittir et al (2015) study they explored how the Nordic policies concerning early childhood education supported the creation of important values such as democracy, caring, and competence in children. According to Einarsdittir et al (2015) it is through education that children learn values to assist them in life. The policies in Nordic ECECs shape values .
The purpose of this study was to determine how parenting contributes to deviancy in school among students at Bokamoso Junior Secondary School. The study was a descriptive survey in which a questionnaire was administered to Form 2 and Form 3 students of Bokamoso Secondary School to collect data. The results were then presented using mean and standard deviation. The results showed that majority of students were male around the age of 16-20 years. The results further revealed that parental involvement has a significant influence on students being deviant, which was given by an average mean of 2.55 which is above the criterion mean of 2.50 and average standard deviation of 0.572. It was concluded that parenting is factor associated with a deviancy amongst students at Bokamoso Secondary School. It was therefore recommended that they should be a joint disciplinary council consisting of parents or guardian, teachers and school management which usually recommends on how to deal or act on certain offences depending on the gravity of offences.
This paper studies the pattern of students’ movement within and around the various classes of degrees in Modibbo Adama University of Technology, Yola, Nigeria. In this paper, a transition matrix was developed for the five classes of degrees using movement patterns in ten consecutive semesters (2011 – 2016). The probabilities of moving across the five different classes was obtained. Furthermore, a fundamental matrix was obtained to determine the expected number of students who stay within each particular class (stayers).
This study endeavoured to establish the characteristics of effective teachers and how these characteristics assisted teachers to improve learner performance. To address this aim, a case study design was employed as a methodology for the study, consisting of five rural schools. A literature study was conducted, alongside semi-structured individual interviews with five school principals and focus group interviews with twenty eight teachers from the same rural schools from where school principals were drawn. The collected data was analysed thematically, by establishing themes and their emerging categories. The established themes and their categories were interpreted and discussed to answer the research questions. The major findings of the study revealed that an effective teacher has a blend of three characteristics, namely, professional characteristics, personality characteristics and social characteristics. The blend of characteristics contribute to the quality of teaching and learning processes. The study recommended that educational practitioners in diversity should be cognisant of the characteristics of effective teachers and nurture them appropriately as these characteristics have a life-transforming effects on the lives of the learners.
This study endeavoured to establish the characteristics of effective teachers and how these characteristics assisted teachers to improve learner performance. To address this aim, a case study design was employed as a methodology for the study, consisting of five rural schools. A literature study was conducted, alongside semi-structured individual interviews with five school principals and focus group interviews with twenty eight teachers from the same rural schools from where school principals were drawn. The collected data was analysed thematically, by establishing themes and their emerging categories. The established themes and their categories were interpreted and discussed to answer the research questions. The major findings of the study revealed that an effective teacher has a blend of three characteristics, namely, professional characteristics, personality characteristics and social characteristics. The blend of characteristics contribute to the quality of teaching and learning processes. The study recommended that educational practitioners in diversity should be cognisant of the characteristics of effective teachers and nurture them appropriately as these characteristics have a life-transforming effects on the lives of the learners.
This study determined the prevalence of se1f regulatory skills (behavioural, emotional,verbal) and assessed the level of social competence of primary school pupils in Osun State. The study further examined the influence of self-regulatory skills and social competence on primary school pupils’ academic achievement. These were with a view to providing information on the association between Self-regulation and Social Competence in relation to lower Primary School Pupils’ academic achievement in Osun State Nigeria. The study adopted the correlational survey research design. The population for the study comprised primary III pupils in Osun State. Sample size consisted of 418 Primary III pupils selected using the multistage sampling procedure. Firstly, from the three Senatorial districts in Osun State, nine Local Government Areas (LGAs) were selected using simple random sampling technique (three from each senatorial district). Secondly, in each LGA, two primary schools were selected using simple random sampling technique. Thirdly, eighteen intact classes of primary Ill pupils were selected from each of the selected schools using the simple random sampling technique.The three instruments used for this study were: Sell-Regulation Observation Scale (SROS) Teachers Rating Scale (TRS); and Pupils’ Achievement Test (PAT). Data was analyzed using percentage and chi-square. The results showed that the level of primary school pupils’ behavioural self-regulatory skill was low (30%), emotional self-regulatory skill was at average (43%) while the verbal self-regulatory skill was low (27%). Overall, the level of self-regulatory skills of primary school pupils’ was low (39%). The results also indicated that the level of’ manifestation of social competence was high (64%). Results further showed that there was a statistically significant influence of self-regulatory skills and social competence on primary school pupils’ academic achievement (x2= 873.532, p<0.05). The study concluded that whilst Self-regulatory skill contributed little to pupils‘ academic achievement, Social Competence greatly influenced primary school pupils’ academic achievement in Osun State.
With growth in enrollment in online courses at the university level, the quality of those courses is coming under increased scrutiny. This study surveyed faculty with experience in online, onsite, and blended courses to identify factors most likely to impede student success in online courses as well as strategies to improve online courses. The most common responses for why students might find online courses more challenging focus in the areas time management, student-teacher interaction, and motivation. The strategies for improving student success in online courses fall into the categories of assignments, teaching strategies, and training for both faculty and students. Steps for students to take before enrolling in an online course and tips for faculty who want to teach online courses for the first time are also included as appendices.
This paper focused on analysis of emergence of criminal groups in Dar es Salaam city and Zanzibar town. Data collection was based on in-depth interviews and focus group discussions. Content analysis was used in analysis of data collected from the study. The study findings revealed that youths are vulnerable and susceptible to criminal activities due to corruption, fake promises from politicians, education systems, laxity of parental or guardians’ care and inspiration of children to live luxurious life. In addition, the study recommended to take proper moves that police operation and other government authorities undertake on use of force that cannot end such societal challenges. Instead, the government should provide education system, which is skilled oriented to enable young people to employ themselves. In addition, more efforts are needed to fight corruption from low level to high level of government system.
Zambian communities are rich with voices of the value of adult education, albeit unsystematically documented. It is these insightful voices that this article unveils. Phenomenological research design was employed. Three research sites were targeted comprising two chiefdoms and covering four villages, two villages from each chief dom. Data was collected using interviews and focus group discussions. After coding the data, narrative and thematic methods of data analysis were used. Findings reveal that the value of adult education is measured informally by the number of the adult population able to access social amenities equitably and equally on one hand, and on the other, by their ability to read the ‘word and the world’ as purported by Freire and Macedo (1987).
Despite a healthy production of teachers, teacher attrition is a significant concern facing school administrators across the state of Texas. This study sought to determine the extent to which questions on the Exit and Principal Surveys reflect three sets of standards which guide educator preparation in Texas: Association of Teacher Educators (ATE) Standards for Teacher Educators, Texas Administrative Code (TAC) Educator Preparation Program Curriculum Standards, and Pedagogy and Professional Responsibilities (PPR) Exam Standards. This analysis provides important information about the validity of survey questions as a measure of standards compliance for educator preparation in Texas and also sought to determine if there is a difference between teacher candidates’ Exit Survey evaluation of preparation and principals’ Principal Survey evaluation of first-year teachers’ preparation. Findings indicated a clear disconnect. Recommendations are provided as contributions for future discussion on much needed educator preparation program standards reform.
The study sought to investigate the effect of individual counselling on academic performance of underachievers’ pupil in Maimusari Public Primary School, Jere local Government Area, Borno State, Nigeria. The objectives of the study were to examine the nature and causes of underachievement in Maimusari Public Primary School, also the effect of individual counselling on academic performance of the underachievers’ pupil. Based on these objectives, two research questions and one null hypothesis were answered and tested respectively. Quasi-experimental design was used for the study. Twenty-two underachieving pupils were purposively sampled from the population of the study. Both questionnaire and interview were used as method of data collection; Effect of Individual Counselling on Underachievers in Public Primary Schools (EICUPPS) and interview schedule. The data collected was analysed using descriptive and inferential statistics. The findings of the study discovered that coming late to school, not having complete learning material, depression, anxiety and teachers attitude in the classroom were the major causes of underachievement in Maimusari primary school. The study also revealed that individual counselling has helped the pupils in overcoming their learning barriers. It is therefore, concluded that individual counselling has significant effect on underachievement among pupils of public primary school in Maiduguri, Borno State. It is recommended among others that class teachers need to be oriented on how to identify underachieving pupils in their various classes and inform the appropriate authority for proper management.
The study contributes to the on-going debate regarding the significance of early childhood teachers’ instructional decision-making that take into consideration their theoretical knowledge (explicit theories) and practical experiences (implicit theories) and how they impact their instructional decision-making processes in diverse socio-cultural contexts of children. To address this gap in the literature, a qualitative multi-case study into the perceptions and classroom practices of four kindergarten teachers in two Ghanaian schools, Tata and Kariba, was carried out over a six-month period. One research question that sought to explore factors and beliefs influencing teachers’ instructional decision-making in a kindergarten classroom guided the study. Data sources used were semi-structured individual interviews and pair-based interviews and fieldnotes of classroom observations. Both within and across case interpretative analysis, as outlined. The study’s findings revealed that these teachers’ explicit theories and implicit theories of teaching influenced their instructional decision-making processes in kinder garten classrooms.
The study aimed to evaluate the “Human resource management for vocational schools at Bac Ninh province, Viet Nam: A model of faculty development program”. It concentrated on evaluating the existing Human resource management for vocational schools of the province, determining demographic profile of the respondents, profile of vocational schools. In order to come up with this analysis, a survey covering 50 specific vocational schools is implemented aiming to assess current status of the development of contingent of teachers and the factors affecting the development of teaching staff for vocational schools in Bac Ninh province such as Human resource planning; Recruitment and selection; Training and development Retention and maintenance; Promotion; Labor relations; and Transfer and retirement. Thereby, identifing the limitations in Human resource management of vocational schools. Based from all the findings of this study, the following conclusions were derived: The human resource management of vocational schools on Bac Ninh province still limited. Human resources in sufficient quantity, but the structure is not reasonable, lack of highly qualified and experienced faculty. Support policies are not sufficient to motivate faculty and attract highly qualified human resources. From the cited summary of findings and conclusions, the following are hereby recommended: Re-examining all the plans and programs for the Quality of Human Resource so that necessary updating and modification can be done; Strongly focusing on recruitment process and policies of training and retraining human resources, Specific strategies for implementing these plans must also be considered. Conducting regular evaluation of all the programs must be implemented.
The study investigated the differences in leadership styles exhibited by principals of public Colleges of Education in Ghana in relation to their sex, age, years of work experience, and academic qualification. The cross-sectional survey design was adopted for the study. The target population was made up of all 46 principals of public Colleges of Education in Ghana. The target population consisted of all 38 public Colleges of Education which were in existence before the absorption of eight private Colleges of Education by the government of Ghana into public system. The purposive sampling technique was used to select 38 principals for the study. The Multifactor Leadership Questionnaire developed by Bass and Avolio (2004) was adapted to collect data. Means, standard deviations, t-test and ANOVA were used to analyse the data. The findings revealed that there were no statistically significant differences in the leadership styles of the principals of public Colleges of Education in Ghana based on their sex, age, and academic qualification. However, there were statistically significant differences in the leadership styles adopted by the principals in relation to their years of work experience. It was therefore concluded that many years of experience of principals of public CoEs in Ghana is critical for good leadership in these colleges. Among the recommendations was that the National Council for Tertiary Education (NCTE) should consider years of work experience in the selection and appointment of principals for public Colleges of Education in Ghana. Additionally, in-service training and refresher courses should be organized regularly by NCTE for principals on the leadership styles suitable for achievement of objectives and goals of their colleges.
The aim of this research paper is to identify the the perceptions of teachers of English language about the main challenges in teaching primary stage pupils; and to recognize the challenges that are experienced locally in the five educational areas available in the state of Kuwait. Both qualitative and quantitative methods have been applied because data are supposed to be in the form of numbers. The survey was provided by a hard copy to about (20) teachers of English language in the state of Kuwait. The survey itself consisted of two sections. The first section refers to some sort of a ranking question. That means the teachers ordered the factors that may develop teaching English to young learners according to their point of views. The second section of the survey included an open question as follows: Which aspect do you think the most challenging in teaching young pupils and why? The results revealed that teachers of English are challenged by several factors including lack of training, resources and acknowledge. Most teachers suffered from lack of time to teach; particularly, teaching writing and grammar.
The study examines the effect of improvisation of teacher-made instructional media on students’ performance in some selected primary science concepts. Thus, a pre-test and post-test, non-randomized experimental design was adopted for the study. Three thousand, three hundred and sixty-eight (3,368) primary six pupils from 48 public primary schools in Akwa Ibom State formed the population while two hundred and nineteen primary six pupils from two schools formed the sample for the study. The two intact classes were exposed to standard and improvised science equipment. A Primary Science Performance Test (PSPT) instrument was used to collect data before and after each lesson. A t-test statistical analysis revealed that there is no significant difference of the post-test performance of intact classes exposed to improvised science equipment and those standard equipment indicating that pupils benefited equally from the standardized and improvised equipment with t-calculated score of 1.34 below the t-critical 2.92. It is recommended that the government should organize workshop on the use of improvised materials to change the orientation of the teacher centred instructional approach to teaching primary science.
Child and Youth Care (CYC) students have the right to be engaged in pedagogical practices that inspire and arouse their curiosity about their field of practice. Undergraduate course-based research in which students have an opportunity to conduct authentic research within a for-credit course is one such high-impact pedagogical practice with a growing body of evidence-based outcomes. This article presents an undergraduate course-based research project that examined child and youth care student’s beliefs about displaying love as a component of their practice. Located in the constructivist/interpretive research paradigm, this course-based research project collected data through the use of an expressive arts-based data method followed by a semi-structured questionnaire. Four overarching themes were identified during the thematic analysis: (a) authentic caring involves expressions of love, (b) expressions of love are an essential component of growth and development, (c) loving care as an ethic of relational practice, and (d) but…professionalism stands in the way. The results of this course-based study suggest that expressing love as a component of relational-centred CYC practice is not fully understood by CYC students and that much more research is needed to explore this issue.
This research describes an attempt to establish a pedagogically useful list of the most frequent semantically non-compositional multi-word combinations for English for Journalism learners in an EFL context, who need to read English news in their field of study. The list was compiled from the NOW (News on the Web) Corpus, the largest English news database by far. In consideration of opaque multi-word combinations in widespread use and pedagogical value, the researcher applied a set of selection criteria when using the corpus. Based on frequency, meaningfulness, and semantic non-compositionality, a total of 318 non-compositional multi-word combinations of 2 to 5 words with the exclusion of phrasal verbs were selected and they accounted for approximately 2% of the total words in the corpus. The list, not highly technical in nature, contains the most commonly-used multi-word units traversing various topic areas and news readers may encounter these phrasal expressions very often. As with other individual word lists, it is hoped that this opaque expressions list may serve as a reference for English for Journalism teaching.
The main objective of this study is to explore how podcasting can be implemented in teaching English as a Second Language as a supportive technological tool and thus contribute to the development of positive attitudes and beliefs of the learners. To this aim, the field experiment research was conducted. The study was carried out in a total of 28 pupils of the first grade of high school at an educational institution on Rhodes, Greece in February 2018. The students were assigned into the experimental group (15 students) and the control group (13 students). The results of the research have shown a positive change in students’ attitudes and beliefs, though no statistically significant difference has arisen regarding the students’ interest in the course, their self-confidence in English, the role of gender in learning English and the difficulties students come across when studying English. Similarly, no significant change has occurred regarding the usefulness of English, the importance of the English accent and the knowledge of another foreign language as a contributing factor to learning English more easily. Finally, a negative change was found regarding difficulties in oral communication in English.
One of the challenges of higher education focuses on the improvement of personal and professional skills of students, with the aim of strengthening strategies that include cutting-edge resources in the learning process. The appropriate use of Information and Communication Technologies (ICTs) in teaching work as support in face-to-face mode, has a significant impact on engineering professionals. With the correct handling of instruments, strategies, evaluations and educational materials mediated by technologies, which provide great advantages, where the student can work at their own pace and improve the synchronous and asynchronous communication channels with the teacher and their classmates to develop skills and acquire experiences. This work presents the incorporation of educational resources in virtual scenarios as support to the learning units taught in face-to-face modality in the Interdisciplinary Professional Unit of Engineering campus Guanajuato (UPIIG), with the purpose of reinforcing in the student self-management of knowledge to discover new teaching experiences and motivate them in the achievement of meaningful learning.
This study aims to recognize effectiveness methods of teaching skills in primary school in English , the researcher used the numbered heads together strategy as an effective method in education skills, the researcher used an experimental design with two groups (control group and experiment group), with a post-test for the achievement of Al-Khamaal Primary school , Fifth class , The sample of the study consisted of (60) pupils at Al-Khamaal Primary school in English, for the academic year (2018-2019). The researcher equaled the two research groups statistically by ( age by months, the marks of the last year, the achievement of the parents), so there were no statistical significance between the two groups in variables. The researcher used a test to collect data. The analysis of the data showed that the numbered heads together strategy has a great effect in teaching skills at primary schools. At the end of this study, the researcher presented some recommendations. These recommendations that focus on paying more attention to the learning strategies that used to improve educational process, moreover, teacher at primary schools should use effective strategies and effective methods in teaching skills.
How to Make a Field invisible in Odoo 17Celine George
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
School Mediation Programmes and Incidents of In-School Violence and Bullying
1. Research Journal of Education
ISSN(e): 2413-0540, ISSN(p): 2413-8886
Vol. 4, Issue. 3, pp: 44-50, 2018
URL: http://arpgweb.com/?ic=journal&journal=15&info=aims
Academic Research Publishing
Group
*Corresponding Author
44
Original Research Open Access
School Mediation Programmes and Incidents of In-School Violence and Bullying
Konstantinos Karakiozis*
Youth Counseling Station of Western Attica, Greece
Evangelos C. Papakitsos
(Tertiary) School of Pedagogical and Technological Education, Greece
Abstract
School mediation (or peer mediation) is an effective practice for dealing with cases of in-school violence and
bullying. According to the results of this retrospective research, conducted in High-Schools of the Municipality of
Fyli (Athens metropolitan area, Greece), school mediation programmes contribute to: activating students wishing to
help their classmates, taking responsibility and developing social/communication skills of the students involved. At
the same time, it is important to point out the substantial gender differentiation in attitudes both towards incidents of
in-school violence and bullying, but also to school mediation programmes. Finally, the positive response of students,
who participate voluntarily beyond ordinary school hours in these programmes, is a demand for a school that
responds to students’ needs.
Keywords: School mediation; Peer mediation; In-school violence; Bullying.
CC BY: Creative Commons Attribution License 4.0
1. Introduction
Conflicts between students are an everyday activity in schools and exist in every educational system (Galanaki,
2010; Panousis, 2011; Rigby, 2008). Many times however, these conflicts go beyond certain boundaries by acquiring
characteristics of in-school violence and bullying. In order to deal with these incidents, schools implement a series of
programmes or actions (Farrington and Ttofi, 2009; Karakiozis et al., 2015b; Olweus, 1997;2005; Rigby,
2008;2012), including school mediation (or peer mediation).
A particular behaviour has characteristics of in-school violence and bullying when it is aggressive or deliberate,
occurs “repeatedly for some time” and is characterized by an “imbalance in power”, an "asymmetrical power
relationship”, where a student cannot defend himself/herself (Olweus, 2009). On the other hand, it is not considered
in-school violence and bullying when (Olweus, 1997):
there is a conflict between people of similar physical or mental power,
there is teasing between peers and
there is a playful or friendly mood.
School mediation is defined as a “peaceful resolution of a conflict in school life, between two or more
disagreeing students with the help of a third and neutral student - the mediator - through a structured process with
clear boundaries, active participation and direct contact between the parties, and with the purpose of a constructive
resolution of the dispute” (Artinopoulou, 2010).
School mediation programmes have been implemented internationally since the 1960s, initially as a result of
peace movements (Johnson and Johnson, 1996), as a reaction to traditional/authoritarian forms of intervention
(Rigby, 2012) and alternatively to the dominant disciplinary system, based on punishment (Artinopoulou, 2010). In
general, they constitute a successful intervention in primary and secondary schools (Artinopoulou, 2010; Association
for Conflict Resolution Education Section, 2007; Bitel and Rolls, 2000; Burrell et al., 2003; Center for European
Constitutional Law, 2015; Cremin, 2007; Haynes et al., 2004; Johnson and Johnson, 1996; Liebmann, 2000; Stitt,
2004; U.S. Department of Justice, 2000) with positive results for both the participants and the school. Benefits of
course vary according to the degree of implementation of each programme (Bickmore, 2002).
In Greece, school mediation programmes have been implemented over the last ten years (Health Education
Programmes), beyond ordinary school hours in Secondary Education, with the voluntary participation of students
and teachers.
2. Research Purpose and Questions
The purpose of this research is to investigate the attitudes of students of the High-Schools in the Municipality of
Fyli (Athens metropolitan area, Greece), who participate in a school mediation programme against incidents of in-
school violence and bullying, with the ultimate goal of critically evaluating these programs.
In particular, the following research questions were raised:
[i] Are the attitudes of students, involved in a school mediation programme relevant to incidents of in-school
violence and bullying, related to the attitudes of their peers, who are not participating in a similar program?
[ii] Are the attitudes of students, involved in a school mediation programme about the role of third parties
(adults or classmates) in relation to instances of in-school violence and bullying, correlated with the
2. Research Journal of Education
45
attitudes of their peers who are not participating in a similar program?
[iii] How do the participating students evaluate the school mediation programme implemented at their school?
[iv] Do the attitudes of students vary according to gender?
3. Research Methodology
This study was carried out in schools of the Municipality of Fyli (Athens metropolitan area, Greece), a region
with particular social, economic and environmental characteristics that have a decisive impact on the daily routine of
school societies and the educational process itself (Papavasileiou and Mavrakis, 2013). Indicatively, they are
highlighted (General Census, 2011; Observatory, 2017; Peripheral Unity of Western Attica, 2015; Salvati and
Mavrakis, 2014): high unemployment rates, the existence of a large number of vulnerable social groups (such as
Roma, immigrants and large families), the low educational level of the adult population, higher school dropout rates,
increased criminality and the particular environmental burden of the area due to the waste management landfills that
are located there.
The research planning followed has retrospective research features (Cohen and Manion, 1994) to the extent that
the independent variables are studied retrospectively to investigate possible relationships with the dependent
variables. The participants were initially informed about the purpose, the process of the investigation and the
confidentiality of the process. Quantitative data was firstly gathered through a closed-ended structured questionnaire,
which was handed out to students of the three schools implementing a school mediation programme. Then a
qualitative research was carried out, the results of which are being processed.
In order to select the sample of quantitative research, layer sampling was used (Creswell, 2011) for the selection
of schools and mediation groups, as well as random sampling for the selection of non-participating to mediation
programme students. Specifically, 110 students, being 60 girls (54.5%) and 50 boys (45.5%), participated. From the
respondents, 61 (55.5%) were involved in a school mediation program (28 boys and 33 girls) and 49 (44.5%) did not
participate (22 boys and 27 girls). The students of the sample were studying in the three grades of lower high-school
(Gymnasium), especially in the 1st grade 33 students (30% of the total), 2nd grade 45 (41% of the total) and 3rd
grade 32 (29% of the total). Similarly in the sample, 45% of students of the 1st grade, 49% of the 2nd grade and 38%
of students of the 3rd grade participated in a school mediation programme.
With regard to family status, 63.6% of students having one or more siblings and 16.4% living in an extended
family (parents, siblings and grandparents) are not differentiated from participation in a mediation programme.
Instead, double the percentage of students from single-parent families participates in a school mediation programme
(8.2% vs. 4.1% of non-attendees). For single-child families, the corresponding rate is 11.5% and 16.3% for those
who do not participate in a school mediation programme.
The revised version of the Olweus Bully Victim Questionnaire (OBVQ) was used to collect the data, which was
modified to better cover the purpose and the data of the particular project. This questionnaire (OBVQ):
has been used internationally in a large number of surveys (Bauer et al., 2007; Black and Jackson, 2007;
Gollwitzer et al., 2006; Katsigianni, 2006; Olweus, 1997;2005)
has provided similar results in a previous survey with a corresponding population (Karakiozis et al.,
2015a);
has content validity (Kyriakides et al., 2006) and high internal consistency (Bauer et al., 2007; Black and
Jackson, 2007; Kyriakides et al., 2006; Olweus, 1997;2005; Pellegrini, 2001; Solberg and Olweus, 2003).
In the present study, the Cronbach’s alpha coefficient ranges between 0.79 and 0.94, depending on the category
of questions. At the same time, questions were added on the assessment of school mediation programmes, based on
qualitative data from previous surveys (Artinopoulou, 2010; Giannatou, 2011).
4. Results
4.1. Attitudes towards School and Break
One of the first results of the survey was the very high percentage (80.9%) of students who stated that they liked
the break quite a lot (Table 1).
Table-1. Students’ attitude towards break
Statement Number of students Percentage% Cumulative Frequency %
I do not like it at all 2 1.8 1.8
I do not like it that much 1 0.9 2.7
Neither like nor dislike it 9 8.2 10.9
I like it just a bit 9 8.2 19.1
I like it a lot 89 80.9 100
Totals 110 100
On the contrary, in the corresponding questions about school, only 25.5% of the sample stated that they liked it
a lot (Table 2).
3. Research Journal of Education
46
Table- 2. Students’ attitude towards school
Statement Number of students Percentage% Cumulative Frequency %
I do not like it at all 7 6.4 6.4
I do not like it that much 11 10.0 16.4
Neither like nor dislike it 16 14.5 30.9
I like it just a bit 48 43.6 74.5
I like it a lot 28 25.5 100
Totals 110 100
To the question “How many good friends do you have in your class”, 49.1% of the students stated that they have
many good friends, 40% stated two or three good friends, 8.2% just one good friend and only 2.7% no good friend at
all. There was also a moderately positive but statistically significant relationship (r = 0.49, p = 000, N = 110)
between the number of friends that the students had in their class and how much did they like the break.
Accordingly, there was a weak positive but statistically significant relationship between whether the students liked
the break and whether they wanted to help in cases of in-school violence and bullying (r = 0.31, p = 001, N = 110).
4.2. Students Who Have Suffered or Exerted Bullying
Initially, it should be noted that there was no statistically significant relationship between the participation of
students in a school mediation programme and variables such as gender, classroom or family environment where
they lived. Female students that participated in a school mediation programme have suffered bullying (in the last two
months) by a lower percentage (12.1%) than the non-participating ones (18.5%). On the contrary regarding male
students, the respective percentages were similar regardless of whether they participated or not in such a programme
(17.9% for those who participate and 18.2% for non-attendees). Also, 8.2% of students participating in a school
mediation programme stated that they have suffered bullying by a girl/girls, compared to just 1.6% for those who did
not participate in a programme.
A smaller percentage of male students, participating in a school mediation programme, have exerted bullying in
the last two months (14.3%) than non-attendees (18.2%). For female students, the respective percentages were 6.1%
and 7.4%. These percentages also differ with respect to grade (15% in 1st grade, 7% in 2nd grade and 13% in 3rd
grade).
There was a moderate positive correlation (r = 0.38, p = 000, N = 110) between whether some students have
suffered bullying and at the same time have exerted bullying themselves. In particular, half of the students (50%)
who have exerted bullying also stated that they have suffered bullying. Accordingly, one out of three students
(33.3%) from those who have suffered bullying stated at the same time that they have exerted bullying, as well.
From those students who participated in a school mediation programme and have suffered bullying, 62% chose
to talk to their friends about it and 38% to their teachers (nobody to their parents). Similarly, from the students who
did not participate in a programme, 60% chose to talk about it to their parents (only 20% to their friends and 20% to
their teachers). At the same time, the students who have exerted bullying stated in their majority that neither their
teachers (75%) nor their parents (55%) have discussed about it with them.
4.3. The Role of Adults and Classmates
There was a correlation between the participation in a school mediation programme and the opinion of students
on the role of teachers in bullying incidents (χ2
(2, N = 110) = 8.120, p = 0.017). In particular (Table 3), without any
gender differentiation observed, those who participated in a school mediation programme were more critical (only
36.1% of them thought that teachers were almost always trying to stop incidents of in-school violence and bullying)
in relation to those students who did not participate in a corresponding programme (63.3%).
Table-3. Crossing variables of participation in a school mediation programme and teachers’ intervention in bullying incidents
Participation in a
school mediation
programme
Number of students
Frequency of teachers’ intervention in
bullying incidents
Almost never
/occasionally
Sometimes /often Always Totals
YES
Absolute 10 29 22 61
% of participants 16.4 47.5 36.1 100
% of total 9.1 26.4 20.0 55.5
NO
Absolute 4 14 31 49
% of non-participants 8.2 28.6 63.3 100
% of total 3.6 12.7 28.2 44.5
Totals
Absolute 14 43 53 110
% 12.7 39.1 48.2 100
Similar differentiation was also observed regarding the role of peers in incidents of in-school violence and
bullying. In particular, 13.6% of those boys who did not participate in a mediation programme (14.3% of total) felt
that their classmates were almost always intervened in incidents of in-school violence and bullying. On the contrary,
4. Research Journal of Education
47
for those students who participated in a mediation programme, the equivalent figure was 6.6% (3% for girls and
10.7% for boys).
There is a correlation between the participation of students in a school mediation programme and the degree of their
reaction towards a bullying incident (χ2
(4, N = 110) = 16.318, p = 0.003). In particular, 75.5% of those participating
in a school mediation programme, and only 37.7% of those who did not, stated that they were trying to help (61.7%
of girls and 46% of boys). Instead, 27.9% of those who did not participate in a mediation programme and 14.3% of
those participating stated that they had not noticed any cases of in-school violence and bullying. Finally, 26.5% of
participants in a mediation programme and 13.1% of non-participants stated that they were very likely to have
aggressive behavior.
4.4. Attitudes of Students Participating In a School Mediation Programme
The vast majority of students participating in school mediation programmes considered that it contributed
mainly to (Table 4):
the communication between students (a lot for 63% of boys and 33% of girls);
the collaboration among students (a lot or enough for 88% of students);
assist intimidated schoolmates (a lot or enough for 88% of students);
the recognition of the feelings of students (a lot for 53% of girls and 20% of boys);
the ability of “listening” to others (a lot for 47% of girls and 27% of boys);
the inclusion of students in a group (a lot or enough for 72% of students).
Table- 4. Contribution of the school mediation programme, according to the students’ opinion
Contribution
1.Notatall
2.Minimally
3.
Moderately
4.Enough
5.Alot
Totals
Communication between students % 0 2.0 4.0 40.0 54.0 100
Collaboration among students % 0 0 12.0 38.0 50.0 100
Assist intimidated schoolmates % 0 0 12.0 38.0 50.0 100
Recognition of feelings % 0 6.0 16.0 40.0 38.0 100
Ability of “listening” % 0 0 10.0 34.0 56.0 100
Inclusion of students in a group % 2.0 4.0 22.0 30.0 42.0 100
Having fun % 10.0 14.0 12.0 24.0 40.0 100
Having confidence among schoolmates % 2.0 6.0 20.0 36.0 36.0 100
Emotional management % 2.0 6.0 26.0 24.0 42.0 100
Finally, according to the students participating in school mediation programmes, the greatest benefits that school
derived from these programmes are (Table 5):
the reduction of incidents of in-school violence and bullying (very likely for 49% of boys and 29% of girls);
a better cooperation among students and teachers (very likely for 42% of girls and 26% of boys);
the compliance with school rules (likely enough for 53% of boys and 32% of girls);
reducing violent behaviors at school (very likely for 21% of girls and 40% of boys);
assumption of responsibility by students.
Table- 5. Possible benefits of the school from implementing a school mediation programme
Possible benefits
1.Unlikely
2.Minimally
3.Moderately
4.Enough
5.Verylikely
Totals
Reduction of school bullying % 0 8.82 11.76 47.06 32.35 100
Students’ and teachers’ collaboration % 0 5.88 11.76 47.06 35.30 100
Compliance with school rules % 0 8.82 26.47 41.18 23.53 100
Reducing violent behaviors at school % 0 5.88 17.65 47.06 29.41 100
Assumption of responsibility by students % 0 2.94 26.47 26.47 44.12 100
In the responses of students participating in a school mediation programme, correlations are observed in the
following variables:
the frequency of exerting bullying by students is associated with recognizing the contribution of the
programme to improving listening ability (r = 0.41, p = 015, N = 50);
the recognition of students assuming responsibilities is associated with students’ and teachers’ collaboration
5. Research Journal of Education
48
(r = 0.52, p = 000, N = 49) and the reduction of violent behaviors at school (r = 0.54, p = 000, N = 48);
students’ and teachers’ collaboration is correlated with school rule compliance (r = 0.60, p = 000, N = 49)
and assumption of responsibility by students (r = 0.52, p =
000, N = 49);
the compliance with school rules is correlated with the reduction of in-school violence and bullying
incidents (r = 0.63, p = 000, N = 49), with students’ and teachers’ collaboration (r = 0.60, p = 000, N = 49);
with reducing violent behaviors at school (r = 0.54, p = 000, N = 48) and with the assumption of
responsibility by students (r = 0.61, p = 000, N = 49).
5. Discussion
Regarding the students’ opinion on the role of adults in incidents of in-school violence and bullying (Table 3),
there is relevance to the results of other surveys, where one out of three students considered teachers’ intervention as
non-systematic (Psalti and Konstantinou, 2007). In addition, a limited number of students is observed who have
exerted or suffered bullying and choose to discuss it with an adult (Pateraki and Houndoumadi, 2001). These data
along with the relevant bibliography (Andreou et al., 2007; European Anti-Bullying Network, 2014; Katsigianni,
2006; Kokkevi et al., 2012; Kokkevi et al., 2015; Ministry of Education, 2016; Olweus, 2005; Psalti and
Konstantinou, 2007; Smile of the Child, 2012; Tsiantis et al., 2008), lead us to the conclusion that the phenomenon
of in-school violence and bullying is greatly influenced by the behaviors and attitudes of all members of the school
community (students, observers, teachers, parents, intimidated or intimidating students). To address these incidents,
the development of social skills is proposed, among other things, such as the empathy for all students, especially
those who exert in-school violence and bullying (Coleman, 2011; Rigby, 2012).
The main element that differentiates students participating in a school mediation programme from the rest of
them is the awareness of incidents of in-school violence and bullying. It is typical that almost twice as many (three
out of four) stated they try to help one of their classmates. On the other hand, the participation in a school mediation
programme is associated with students’ attitudes towards the role of adults in incidents of in-school violence and
bullying, as also observed in a previous research (Karakiozis et al., 2015a).
Both in this research and in bibliography (Andreou et al., 2007; Artinopoulou, 2010; Katsigianni, 2006;
Kokkevi et al., 2012; Kokkevi et al., 2015; Olweus, 2005; Psalti and Konstantinou, 2007; Smile of the Child, 2012;
Tsiantis et al., 2008), there are substantial differences observed in the attitudes of both sexes towards incidents of in-
school violence and bullying as well as school mediation programmes. In particular:
boys, in a much larger percentage than girls, suffer but mainly exert bullying (Andreou et al., 2007;
Artinopoulou, 2010; Katsigianni, 2006; Kokkevi et al., 2012; Kokkevi et al., 2015; Ministry of
Education, 2016; Olweus, 2005; Psalti and Konstantinou, 2007; Smile of the Child, 2012; Tsiantis et al.,
2008);
a higher percentage of girls want to help in incidents of in-school violence and bullying (Artinopoulou,
2010; Olweus, 2009; Psalti and Konstantinou, 2007);
boys evaluate different elements as positive, in a school mediation programme, than girls; i.e., boys
consider communication, having fun, reducing incidents of in-school violence and bullying, compliance
with school rules and reducing violent behavior as more important; in contrast, girls consider as more
important the recognition of feelings, the ability to listen, trust and better collaboration of students and
teachers.
These differences suggest, in line with other surveys, to a great extent a different way of thinking and a different
level of emotional maturity between the two sexes (Coleman, 2011).
The main results, according to the present research and the related bibliography, regarding the implementation
of school mediation programmes include:
The development of the social and communication skills of the students (Bitel and Rolls, 2000; Flecknoe,
2005; Noaks and Noaks, 2009), their inclusion into the school environment (Lindsay, 1998) and the
improvement of their ability to resolve conflicts non-violently (Bickmore, 2002). Particular emphasis is put
by the participants to the ability to listen, the communication or collaboration between students and the
help to their classmates (Tables 4-5). Also, the increased participation of students from large families and
the difficulty of those who have suffered bullying and participated in a programme to discuss it with their
parents can not be ignored.
The development of a sense of responsibility (Bitel and Rolls, 2000) and the development of a
collaboration climate and a mutual assistance attitude among students (Tables 4-5). These elements
contribute to the improvement of the self-respect students (Bitel and Rolls, 2000; Burrell et al., 2003) and
the moulding of their personality in terms of autonomy and accountability (Bitel and Rolls, 2000; Burrell
et al., 2003; Flecknoe, 2005; Noaks and Noaks, 2009).
Finally, at school level the benefits include (Tables 4-5) the reduction of conflicts and bullying incidents
(Bickmore, 2002; Flecknoe, 2005; Lindsay, 1998; Noaks and Noaks, 2009) and the improvement of the
school climate (Burrell et al., 2003; Flecknoe, 2005; Noaks and Noaks, 2009).
5.1. Restrictions
The current research planning is subject to a number of limitations due to:
the inability to control the environment (Kyriazi, 1998) because of the absence of a single educational
6. Research Journal of Education
49
programme in school mediation and the implementation of parallel actions by schools;
the self-reporting of bullying incidents;
the attitudes of teachers who are not involved in the mediation programme, of the two out of three head-
masters of the schools (in the sample) and of the students’ parents have not been recorded.
The attitude of teachers who implemented the specific mediation programmes have been recorded in another survey,
which the results of are still being processed.
6. Conclusion
School mediation programmes are based on a structured dynamic process and are a credible alternative to
conflict management. They contribute, among other things, to activating students, taking responsibility, developing
their social skills and improving the school climate. The positive response of the students participating in these
programmes voluntarily and beyond ordinary school hours is an important step and a guide for a school closest to the
interests and needs of students, although without being a panacea.
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