Scanned by CamScannerG o o d w M P r e p a id r e n t.docxkenjordan97598
Scanned by CamScanner
G o o d w M P r e p a id r e n t
In te r e s t p a y a b le
E q u ip m e n t
C a s h . ¢ S u p p l ie s
B u ild i n g s
M o r tg a g e p a y a b
le
e q u
ip m
e n t L a n d ( in u s e )
A c c u m u la te d d e p r e c ia tio n
- S to c k in v e s tm e n ts ( to b e s o ld in 7 m o n th s )
A c c o u n ts r e c e iv a b le , _ In v e n t o r y
A c c o u n ts p a y a b le
I n c o m e ta x e s p a y a
b le
b a la n c e s h e e t .
C la s s ifY e a c h o f t h e fo llo w in g ĥ n a n c ia l s ta te m e n t ite m s ta k e n fr o m M o r d ic a C o r p o r a tio n ķ
In s t n łc t io n s
In ta n g ib le a s s e ts ( I A )
p r o p e r ty , p la n t , a n d e q u i p
m e n t (P P E ) S to c k h o ld e r s
'
e
q
u i t
y (S E )
L o n g
-
t e r m in v e s t m e n t s ( L T I ) L o n g
-
t e r m lia b ilit ie s ( L T L )
C u r r e n t a s s e ts ( C A ) C u r r e n t lia b il it ie s ( C L ) (L 0 1 ) , A p
s h .
E 2 - ı T h e fo llo w in g a r e lh e m a jo r b a la n c e s h e e t ç la
tiq ií ic a t io n s . C ìa s s iń
'
a c c o u n t s o n b a t t ı t ı c e
E x e r c is e s
12 D iffe r e n t c o m p a n ie s u s e th e s a m e a c c o u n t in g p r in c ip le s .
1 1 .
. . .
. . . . . . . . . . . . . . . . .
A s s u m e s a b u s in e s s w ill r e m a in in o p e r a t io n fo r t h e fo r e s e e a b le f u t u r e .
e n c e a d e c is io n - m a k e r .
10 .
. . . . . . . . . . . . . . .
T h e j u d g m e n t c o n c e r n in g w h e th e r a n ite m
'
s s i z e m a k e s it lik e ly to �� i nf
l
s ta te m e n t u s e r s .
9 .
. . . . . . .
T h e r e p o ll in g o í a ll in fo r m a t io n t h a t w o u ld m a k e a d i f fe r e n c e t o f in a n r ia l
8 .
. . . . . . . . . . . . . . . . .
T h e life o f a b u s in e s s c a n b e d iv id e d in t o a r t i f ic ia l s e g m e n ts o f t i m e .
s h o u ld c o n li r m o r c o r r e c t p r io r e x p e c t a t io n s .
7 .
. . .
.
.
. . . .
.
. . . . .
.
, .
A c c o u n t in g i n to r m a t io n s h o u ld h e lp u s e r s p r e d ic t fu t u r e e v e n t s , a n d
6
. .
, Ą s s e ts a r e r e c o r d e d a n d r e p o ï ï e d a t o r ig in a l p u r c h a s e p r ic e .
5 .
.
.
. . . . .
. . . . . . . .
A c o m p a n y
'
s u s e o i th e s a m e a c c o u n t in g p r in c ip le s fr o m y e a r t o y e a r .
t h a t u s e r s v N g a in h
·
u m h a \ i n g t h e i n b r m a n a v a b k .
T h ť c o s t to p r o \ i d i n to r m a t io n s h o u lc l b e m ť ig h e d a g a i n s t t h e b e n e ĺ i t
4 .
3 .
. .
. ' " _ . . . . . .
P r s u n l l tľ a n s a c t iu n \ a r e n o t m i x e Ĺl w i l h t h e c o m p a n v
'
s t r a n s a c t i o n s .
2 .
,
· \c c o u n t in g i n lo m n a l 1f J n m u s t b e compltc , n e u t r a l , a n d .
Scanned by CamScanner6 8i d e a s o r w o r ds , b u t.docxkenjordan97598
Scanned by CamScanner6 8
i d e a s o r w o r ds , b u t
b e c a u s e t h e t e x t s r e l y o n
s u h t l e c l u e s t o l e t
c u l t t e x t s , i t i s n o t j u s
t b e c a u s e t h e t e x t s c o n t a i n u n f a m i l i a r
Fr e q u e n t l y ,
w h e n s t u c le n t s h a v e t r o u b <e u
n d e r s t a n d i n g cl i t f
w h e n i t c o Ln e s t o t h e
c h a l l e n g i n g w o r k s a s s i g n e d i n s c h o o l .
t h e y a p p
e a r i n t h e t e x t s y o LI r e a d
- a n e s p e c i a l l y i m p o r t a n t s k i l l
o w n w r i t i n g ,
l e t
’
s l o o k a t h o w t o r e c o g n i z e s u c h s i g n a l s w h e n
B e f o r e e x a m i n i n g h o w t o s
i g n a l w h o i s s a y i n g w h a t i n y o u r
1N T H E T E X T S Y O U R E A D
D E T E R M I N E W H O I S S A Y I N G W H A T
y o u s a y w i t h o u t c o n f u
s i n g r e a d e r s a h o u t w h o i s s a y i n g w h a t ,
t a k e s u p t h e p r o h l e m o f 】T l o
v i n g f r o m w h a t t he y s a y t o w h a t
v ie w a n el w h e n y c ) u a r e s t a t i n g s o m e o n ( : e ls e
’
s . T h i s c h a p t e r
a b l e t o t e l l a t e v e r y p o i n t w h e n y a u a r e e
x p r e s s i n g y
o u r o w n
c l i a l o g u e w i t h o t h e r s , i t i s e x t
r e m e ly i m p o r t a n t : t h a t r e a d e r s be
I F G O O D A C A I ) E M ˇ C W R i T I N G i n v o
l v e s p u t t i n g y o u r s e l f i n t o
f • o r n Vh a t T h e y S a y
D i s t i n g u i s hi n g r v h a t
Y o u Sa )
"
A N D Y E T
I
Scanned by CamScanner6 9
10 s i
g n a l t hn t i t i s n o r h i s o w n . H ( t h e n f u > ( h e r d
i s t Am c e s
r r l 1c . M I n r s i o s a l s ( ì
1
- l n c e s t h i s o p c n i n p v i e w i n q
u o t a t i o n m
a r ks
c n t v i e w s t h e y r h c m s e l v c s I1Lì a s o n e s t h a t o n l y " s e e m
"
t o he
w i t h t h c v i e w h e i s d c s c r i h i n g s i n c e w r i t e r s n o r m a
l ly d o n
’
t p r
e
VOUh s e c n i
"
s h o w s r h n r M a r n s i o s ó e s n o n e c e s s a r i l y a g
r e e
I n r hc o p e n i n g s c n r c n c e , UiJ r i n s t a n c e , ( h e p h r a s e
"
o r s o i t
H n g u i s h ó c o m m o n v i e w he o p p o s e s Do m h i s o w n p
o s ó o n .
s e v e r a l s o
p h i s t i c i l r c , J r h e t o r i c a l m o v e s h e r e t h a t h e l p h i m d
i
A l t h ( ) u g h M n n t s i cì s 1n a k e s i t l o o k e a s y , h e i s a c t u a l l y m a k i n g
T h c P o m e s a n d E c o n o n ˜ c s o f C l a s s i n t h e U . S .
"
G R E G o R Y M A N T s . o s ,
"
R e w a r d s a n d O p p o r t u n i t i e s
n n ó . c o f h c s o c m y w c h v c h .
h c • w i n L +c m • n ü n i n g h m h o u r v e r y b e i n g i n t h e.
Scanned by CamScannerG o o d w M P r e p a id r e n t.docxkenjordan97598
Scanned by CamScanner
G o o d w M P r e p a id r e n t
In te r e s t p a y a b le
E q u ip m e n t
C a s h . ¢ S u p p l ie s
B u ild i n g s
M o r tg a g e p a y a b
le
e q u
ip m
e n t L a n d ( in u s e )
A c c u m u la te d d e p r e c ia tio n
- S to c k in v e s tm e n ts ( to b e s o ld in 7 m o n th s )
A c c o u n ts r e c e iv a b le , _ In v e n t o r y
A c c o u n ts p a y a b le
I n c o m e ta x e s p a y a
b le
b a la n c e s h e e t .
C la s s ifY e a c h o f t h e fo llo w in g ĥ n a n c ia l s ta te m e n t ite m s ta k e n fr o m M o r d ic a C o r p o r a tio n ķ
In s t n łc t io n s
In ta n g ib le a s s e ts ( I A )
p r o p e r ty , p la n t , a n d e q u i p
m e n t (P P E ) S to c k h o ld e r s
'
e
q
u i t
y (S E )
L o n g
-
t e r m in v e s t m e n t s ( L T I ) L o n g
-
t e r m lia b ilit ie s ( L T L )
C u r r e n t a s s e ts ( C A ) C u r r e n t lia b il it ie s ( C L ) (L 0 1 ) , A p
s h .
E 2 - ı T h e fo llo w in g a r e lh e m a jo r b a la n c e s h e e t ç la
tiq ií ic a t io n s . C ìa s s iń
'
a c c o u n t s o n b a t t ı t ı c e
E x e r c is e s
12 D iffe r e n t c o m p a n ie s u s e th e s a m e a c c o u n t in g p r in c ip le s .
1 1 .
. . .
. . . . . . . . . . . . . . . . .
A s s u m e s a b u s in e s s w ill r e m a in in o p e r a t io n fo r t h e fo r e s e e a b le f u t u r e .
e n c e a d e c is io n - m a k e r .
10 .
. . . . . . . . . . . . . . .
T h e j u d g m e n t c o n c e r n in g w h e th e r a n ite m
'
s s i z e m a k e s it lik e ly to �� i nf
l
s ta te m e n t u s e r s .
9 .
. . . . . . .
T h e r e p o ll in g o í a ll in fo r m a t io n t h a t w o u ld m a k e a d i f fe r e n c e t o f in a n r ia l
8 .
. . . . . . . . . . . . . . . . .
T h e life o f a b u s in e s s c a n b e d iv id e d in t o a r t i f ic ia l s e g m e n ts o f t i m e .
s h o u ld c o n li r m o r c o r r e c t p r io r e x p e c t a t io n s .
7 .
. . .
.
.
. . . .
.
. . . . .
.
, .
A c c o u n t in g i n to r m a t io n s h o u ld h e lp u s e r s p r e d ic t fu t u r e e v e n t s , a n d
6
. .
, Ą s s e ts a r e r e c o r d e d a n d r e p o ï ï e d a t o r ig in a l p u r c h a s e p r ic e .
5 .
.
.
. . . . .
. . . . . . . .
A c o m p a n y
'
s u s e o i th e s a m e a c c o u n t in g p r in c ip le s fr o m y e a r t o y e a r .
t h a t u s e r s v N g a in h
·
u m h a \ i n g t h e i n b r m a n a v a b k .
T h ť c o s t to p r o \ i d i n to r m a t io n s h o u lc l b e m ť ig h e d a g a i n s t t h e b e n e ĺ i t
4 .
3 .
. .
. ' " _ . . . . . .
P r s u n l l tľ a n s a c t iu n \ a r e n o t m i x e Ĺl w i l h t h e c o m p a n v
'
s t r a n s a c t i o n s .
2 .
,
· \c c o u n t in g i n lo m n a l 1f J n m u s t b e compltc , n e u t r a l , a n d .
Scanned by CamScanner6 8i d e a s o r w o r ds , b u t.docxkenjordan97598
Scanned by CamScanner6 8
i d e a s o r w o r ds , b u t
b e c a u s e t h e t e x t s r e l y o n
s u h t l e c l u e s t o l e t
c u l t t e x t s , i t i s n o t j u s
t b e c a u s e t h e t e x t s c o n t a i n u n f a m i l i a r
Fr e q u e n t l y ,
w h e n s t u c le n t s h a v e t r o u b <e u
n d e r s t a n d i n g cl i t f
w h e n i t c o Ln e s t o t h e
c h a l l e n g i n g w o r k s a s s i g n e d i n s c h o o l .
t h e y a p p
e a r i n t h e t e x t s y o LI r e a d
- a n e s p e c i a l l y i m p o r t a n t s k i l l
o w n w r i t i n g ,
l e t
’
s l o o k a t h o w t o r e c o g n i z e s u c h s i g n a l s w h e n
B e f o r e e x a m i n i n g h o w t o s
i g n a l w h o i s s a y i n g w h a t i n y o u r
1N T H E T E X T S Y O U R E A D
D E T E R M I N E W H O I S S A Y I N G W H A T
y o u s a y w i t h o u t c o n f u
s i n g r e a d e r s a h o u t w h o i s s a y i n g w h a t ,
t a k e s u p t h e p r o h l e m o f 】T l o
v i n g f r o m w h a t t he y s a y t o w h a t
v ie w a n el w h e n y c ) u a r e s t a t i n g s o m e o n ( : e ls e
’
s . T h i s c h a p t e r
a b l e t o t e l l a t e v e r y p o i n t w h e n y a u a r e e
x p r e s s i n g y
o u r o w n
c l i a l o g u e w i t h o t h e r s , i t i s e x t
r e m e ly i m p o r t a n t : t h a t r e a d e r s be
I F G O O D A C A I ) E M ˇ C W R i T I N G i n v o
l v e s p u t t i n g y o u r s e l f i n t o
f • o r n Vh a t T h e y S a y
D i s t i n g u i s hi n g r v h a t
Y o u Sa )
"
A N D Y E T
I
Scanned by CamScanner6 9
10 s i
g n a l t hn t i t i s n o r h i s o w n . H ( t h e n f u > ( h e r d
i s t Am c e s
r r l 1c . M I n r s i o s a l s ( ì
1
- l n c e s t h i s o p c n i n p v i e w i n q
u o t a t i o n m
a r ks
c n t v i e w s t h e y r h c m s e l v c s I1Lì a s o n e s t h a t o n l y " s e e m
"
t o he
w i t h t h c v i e w h e i s d c s c r i h i n g s i n c e w r i t e r s n o r m a
l ly d o n
’
t p r
e
VOUh s e c n i
"
s h o w s r h n r M a r n s i o s ó e s n o n e c e s s a r i l y a g
r e e
I n r hc o p e n i n g s c n r c n c e , UiJ r i n s t a n c e , ( h e p h r a s e
"
o r s o i t
H n g u i s h ó c o m m o n v i e w he o p p o s e s Do m h i s o w n p
o s ó o n .
s e v e r a l s o
p h i s t i c i l r c , J r h e t o r i c a l m o v e s h e r e t h a t h e l p h i m d
i
A l t h ( ) u g h M n n t s i cì s 1n a k e s i t l o o k e a s y , h e i s a c t u a l l y m a k i n g
T h c P o m e s a n d E c o n o n ˜ c s o f C l a s s i n t h e U . S .
"
G R E G o R Y M A N T s . o s ,
"
R e w a r d s a n d O p p o r t u n i t i e s
n n ó . c o f h c s o c m y w c h v c h .
h c • w i n L +c m • n ü n i n g h m h o u r v e r y b e i n g i n t h e.
Presented by Bruce Harwood: July 2016
Have you heard about traditional media but aren't quite sure what it is?
This session on how to plan and buy traditional media will give you some context on why advertisers use it and how you should think about it.
As each medium is different in its own way and we will explore the nuances of each and how they are adapting in today's digital landscape.
TMK.edu Traditional Media Buying Presentation: August 2015The Media Kitchen
Presented by Ludmila Palasin: August 12, 2015
This presentation provides a recap of our suite of research tools to be sure that everyone knows what is available. But there is a lot more out there – a lot of it for free. This presentation will go into depth on what these are and how to access and use them.
Strategic Cartography: Identifying IL Intersections Across the Curriculumchar booth
Presentation at ACRL 2015 in Portland, OR.
Abstract: Curriculum mapping builds insight into the sequence of requirements and competencies a learner negotiates while on an academic path. When combined with data visualization, visual curriculum mapping (VCM) provides a holistic view of an entire educational community, highlighting pivotal points at which to introduce information literacy instruction, resources, and research support. This paper presents findings of a large-scale consortial VCM project in 2013-14, exploring anticipated and unanticipated outcomes and offering strategies applicable to other institutions.
Week 4 Assignment 2Self-assessment of Communication Skills.docxmelbruce90096
Week 4 Assignment 2
Self-assessment of Communication Skills
As a student studying healthcare administration and leadership in healthcare, you should be developing your own personal development plan to include a personal assessment of your communication skills.
Listening is an integral part of the communication process. Communication in the healthcare setting is vital. This includes communication between doctors and patients, doctors and nurses, clinicians and administrators, and so on.
Based on your learning, answer the following questions:
· Which topic of conversation makes you uncomfortable? What is the topic? Do you know why you find it difficult to talk about this topic?
<Enter your response here.>
· What do you do when you become uncomfortable during a conversation? Do you withdraw? Do you try to change the topic? Do you speak louder or softer? Do you begin to gesticulate?
<Enter your response here.>
· Have you had an occasion to talk to a very persuasive or very aggressive person? If you and this person hold different opinions, can you hold to your position? Are you easily “led” in a conversation?
<Enter your response here.>
· Are you flexible in a conversation? If a comment made by someone takes the conversation in an unexpected direction, can you adjust quickly? Can you assimilate new information, reassess your position, and continue the conversation?
<Enter your response here.>
· When entering into a conversation, do you attempt to eliminate potential distractions and interruptions?
<Enter your response here.>
· Do you consciously avoid having important conversations in high traffic public areas where environmental distractions are likely possible? Why?
<Enter your response here.>
· Do you put your cell phone in the silence mode when you are likely to have conversations? Why?
<Enter your response here.>
· Do you listen without interruption and sufficiently control the conversation to minimize interruption? Why?
<Enter your response here.>
· When engaged in a conversation, do you give your undivided attention to the matters being discussed? Why?
<Enter your response here.>
· When engaged in discussion, do you develop reflective questions pertinent to the conversation? Why?
<Enter your response here.>
· When engaged in discussion, do you make conscious eye contact? Why?
<Enter your response here.>
· When involved in conversations, are you cognizant of body language, both the individual you are conversing with and your own? Why?
<Enter your response here.>
· Do you have an understanding of body language gestures and posturing?
<Enter your response here.>
In a self-assessment summary, provide a list of your communication strengths and weaknesses. Also, provide a plan to address the weaknesses identified.
<Enter your response here.>
My Strengths
<Enter your response here.>
My Weaknesses
<Enter your response here.>
My Plan for Improving My Communication Skills
<Enter your response here.>
Page 1.
InstructionsDo the following and submit the completed assignment.docxdirkrplav
Instructions
Do the following and submit the completed assignment to the dropbox.
1. Print out the "The Narcissist in All of Us".
2. Number the paragraphs in the article from 1 to 29. (“1” in front of the paragraph beginning “You think you know…”, “2” in front of the paragraph beginning “But narcissists…” etc.)
3. This article does not have section headings. Decide how this article could be divided into five to eight sections.
4. For each section, give a phrase or short sentence that could be used as an informative section heading—a heading that indicates the main point of each of these sections.
5. After each section heading, give the number of paragraphs that go with each section heading.
6. Beneath each section heading, outline the main points of that section.
The following indicates how the first two sections might be done.
1. Narcissism can be tribal as well as individual (Paragraphs 1-3)
a. “We are all narcissists” (80)
b. Can result in harmless activity (e.g. cheering for a team) or destructive activity (e.g. US invasion of Iraq)
2. Group narcissism is natural & can be easy to manipulate (4-5)
a. Humans are social creatures, which “[implies] favoring your group above all others” (81”
b. “These feelings…are dangerously easy to manipulate”
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t o w a t c h e i t h e r a s h o r t v i o l e n t o r s h o r t n o n v i o l e n t m u s i c v i d e o a n d t h e n a n a l y z e h o w t h e y a c t e d
in n u e n c e s y o u t h . A n d e r s o n d i d o n e e x p e r i m e n t w h e r e h e g o t s e v e r a l y o u n g m a l e s a n d t o l d t h e m
V i o l e n c e o f Y o u t h
"
I t w a s a n e x c e s s i v e a m o u n t o f s t u d i e s o n w h e t h e r o r n o t m e d i a v i o l e n c e
T h e f i r s t a r t i c l e I r e a d w a s d o n e b y C r a i g A . A n d e r s o n , c a l l e d
"
T h e I n f l u e n c e o f M e d i a
i n i l u e n c e v i o l e n t b e h a v i o r ,
t h a t r a p m u s i c d o e s i n f l u e n c e
v i o l e n t b e h a v i o r , a n d t w o t h a t d i s a g r e e t h a t r a p m u s i c d o e s n o t
e i t h e r s i d e , bu t s o m e w h e r e i n b e t w e e n . 1 r e a d f o u r e x a m p l e s o f t h e s e t y p e s o f w r i t i n g s ; t w o a g r e e
b e c a u s e t h e y t r y t o J u s t i f y t h e i r a n s w e r a n d r e a s o n w i t h o u t r e a l i z i n g t h a t t h e a n s w e r i s n o t o n
p r o p o s e d w i t h t h i s q u e s t i o n , i t l e a d s t o n o t h i
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s s t ra t e g y :C o m p e t i n g i n t h e p re se n t , p re p a r i n g fo rt h e f u t u re .
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M A, a M a n c e s
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Wh e r e or e we co m p e t i ng ? W
h a t do we wo n t to be c o m e ?
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t h e f u t u r e a n d d e t e r m i n i n g h u w t h e y w i l l h e a c h i e v e d . Fu t u r e o b je c t i v e s r e l a t e t o t h e o v e r a l l
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p r o v i d e r h c b n x i x l i p u n w h i c h w e c a n d c s Ľ r i h e t h e s t r a t e g y r h a r a f i r m i \ p u r s u i n g . T h e w h e r e
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O n e o f S w ia liz e ď s
e x is tin g m o
u n ta in b ik e s w ith a s u s p e n s io
n fo r k .
E X H IB IT 6 - 1
C o u rte s y o f S Iw , ia li? e d B ic y c le C o m p o n e n ts
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Ojos que no ven... Violencia escolar y géneroacastane
El propósito de este artículo es ofrecer un panorama sobre la magnitud y formas que cobra la violencia escolar y su vínculo con los ordenamientos de género. En la primera parte se presentan los datos que se obtuvieron mediante una revisión de las estadísticas producidas en México
Presented by Bruce Harwood: July 2016
Have you heard about traditional media but aren't quite sure what it is?
This session on how to plan and buy traditional media will give you some context on why advertisers use it and how you should think about it.
As each medium is different in its own way and we will explore the nuances of each and how they are adapting in today's digital landscape.
TMK.edu Traditional Media Buying Presentation: August 2015The Media Kitchen
Presented by Ludmila Palasin: August 12, 2015
This presentation provides a recap of our suite of research tools to be sure that everyone knows what is available. But there is a lot more out there – a lot of it for free. This presentation will go into depth on what these are and how to access and use them.
Strategic Cartography: Identifying IL Intersections Across the Curriculumchar booth
Presentation at ACRL 2015 in Portland, OR.
Abstract: Curriculum mapping builds insight into the sequence of requirements and competencies a learner negotiates while on an academic path. When combined with data visualization, visual curriculum mapping (VCM) provides a holistic view of an entire educational community, highlighting pivotal points at which to introduce information literacy instruction, resources, and research support. This paper presents findings of a large-scale consortial VCM project in 2013-14, exploring anticipated and unanticipated outcomes and offering strategies applicable to other institutions.
Week 4 Assignment 2Self-assessment of Communication Skills.docxmelbruce90096
Week 4 Assignment 2
Self-assessment of Communication Skills
As a student studying healthcare administration and leadership in healthcare, you should be developing your own personal development plan to include a personal assessment of your communication skills.
Listening is an integral part of the communication process. Communication in the healthcare setting is vital. This includes communication between doctors and patients, doctors and nurses, clinicians and administrators, and so on.
Based on your learning, answer the following questions:
· Which topic of conversation makes you uncomfortable? What is the topic? Do you know why you find it difficult to talk about this topic?
<Enter your response here.>
· What do you do when you become uncomfortable during a conversation? Do you withdraw? Do you try to change the topic? Do you speak louder or softer? Do you begin to gesticulate?
<Enter your response here.>
· Have you had an occasion to talk to a very persuasive or very aggressive person? If you and this person hold different opinions, can you hold to your position? Are you easily “led” in a conversation?
<Enter your response here.>
· Are you flexible in a conversation? If a comment made by someone takes the conversation in an unexpected direction, can you adjust quickly? Can you assimilate new information, reassess your position, and continue the conversation?
<Enter your response here.>
· When entering into a conversation, do you attempt to eliminate potential distractions and interruptions?
<Enter your response here.>
· Do you consciously avoid having important conversations in high traffic public areas where environmental distractions are likely possible? Why?
<Enter your response here.>
· Do you put your cell phone in the silence mode when you are likely to have conversations? Why?
<Enter your response here.>
· Do you listen without interruption and sufficiently control the conversation to minimize interruption? Why?
<Enter your response here.>
· When engaged in a conversation, do you give your undivided attention to the matters being discussed? Why?
<Enter your response here.>
· When engaged in discussion, do you develop reflective questions pertinent to the conversation? Why?
<Enter your response here.>
· When engaged in discussion, do you make conscious eye contact? Why?
<Enter your response here.>
· When involved in conversations, are you cognizant of body language, both the individual you are conversing with and your own? Why?
<Enter your response here.>
· Do you have an understanding of body language gestures and posturing?
<Enter your response here.>
In a self-assessment summary, provide a list of your communication strengths and weaknesses. Also, provide a plan to address the weaknesses identified.
<Enter your response here.>
My Strengths
<Enter your response here.>
My Weaknesses
<Enter your response here.>
My Plan for Improving My Communication Skills
<Enter your response here.>
Page 1.
InstructionsDo the following and submit the completed assignment.docxdirkrplav
Instructions
Do the following and submit the completed assignment to the dropbox.
1. Print out the "The Narcissist in All of Us".
2. Number the paragraphs in the article from 1 to 29. (“1” in front of the paragraph beginning “You think you know…”, “2” in front of the paragraph beginning “But narcissists…” etc.)
3. This article does not have section headings. Decide how this article could be divided into five to eight sections.
4. For each section, give a phrase or short sentence that could be used as an informative section heading—a heading that indicates the main point of each of these sections.
5. After each section heading, give the number of paragraphs that go with each section heading.
6. Beneath each section heading, outline the main points of that section.
The following indicates how the first two sections might be done.
1. Narcissism can be tribal as well as individual (Paragraphs 1-3)
a. “We are all narcissists” (80)
b. Can result in harmless activity (e.g. cheering for a team) or destructive activity (e.g. US invasion of Iraq)
2. Group narcissism is natural & can be easy to manipulate (4-5)
a. Humans are social creatures, which “[implies] favoring your group above all others” (81”
b. “These feelings…are dangerously easy to manipulate”
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s s t ra t e g y :C o m p e t i n g i n t h e p re se n t , p re p a r i n g fo rt h e f u t u re .
PRESENT FUTURE
COMP I NGFORTHE PREPARINGFORTHE
M A, a M a n c e s
- Gro w th m o d e s o rg a n i c g ro w t h ,
R&D
co m p e t i t i v e a d v a n t a g e ?
P r io r i t i e s fo r c a p i t a le x p e n d i t u re ,
- Wha t i st h e b asi so f o u r
G u i d e l i n e s fo rd e v e lo p m e n t
- Pe r fo rm a n c e g o a l s Ho w ar e wg co m p e t i ng ? H
o w wi l l wg ge t th e r e?
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n st a t e m e n t
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h a t do we wo n t to be c o m e ?
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(F igu r e 1. 51.
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t h e f u t u r e a n d d e t e r m i n i n g h u w t h e y w i l l h e a c h i e v e d . Fu t u r e o b je c t i v e s r e l a t e t o t h e o v e r a l l
c o m p e r i n g ŕ t ] r t o m o r r o w . T h i£ d y n a m i Ľ c o n c Ľ p t n f s t r a t e g y i n v o l v e s e s t a h l i s h i n g o b je c t i v e s f o r
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Ojos que no ven... Violencia escolar y géneroacastane
El propósito de este artículo es ofrecer un panorama sobre la magnitud y formas que cobra la violencia escolar y su vínculo con los ordenamientos de género. En la primera parte se presentan los datos que se obtuvieron mediante una revisión de las estadísticas producidas en México
Equidad de género y prevención de la violencia en primaria acastane
La violencia no es un fenómeno aislado y obedece a múltiples factores, y se intensifica cuando el contexto sociocultural la justifica, promueve o tolera. La violencia prospera gracias a la desigualdad que, tanto en nuestra sociedad como en muchas otras, marca las relaciones entre mujeres y hombres
FACTORES DE RIESGO ASOCIADOS A INDISCIPLINA Y APROVECHAMIENTO ESCOLAR EN ALUM...acastane
NTRODUCCIÓN. Las causas de indisciplina se perciben desde la mirada del perpetrador o de la víctima, siendo así que se menciona al ambiente familiar desfavorable, presiones de los compañeros y la falta de interés como las más comunes.
The importance of problem solving in the K - 12 mathematics curriculum is well documented. One of the most recent documentations is the Principles and Standards for School Mathematics (National Council of Teachers of Mathematics [NCTM] 2000). In this publication, problem solving is listed as one of the five Process Standards. “Problem solving is an integral part of all mathematics learning, and so it should not be an isolated part of the mathematics program” (NCTM, 2000, p. 52). Since problem solving has been accorded such prominence, it is necessary to have an understanding of what a mathematical problem is. After all, mathematical problems existed since the time of the ancient civilizations
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1.4 modern child centered education - mahatma gandhi-2.pptx
School Violence and student
1. 1
ABSTRACT
DOCUMENT RESUME
ED 4 3 0 0 6 4 U D 0 3 2 9 0 6
AUTHOR C o l e m a n , B e v e r l y E u g e n e
TI TL E S c h o o l V i o l e n c e a n d S t u d e n t A c h ie v e m e n t i n R e a d i n g a n d
Ma t h e ma t ic s a mo n g E i g h t h G r
.
a d e r s .
PUB DATE 1 9 9 8 - 0 4 - 0 0
NOTE 1 4 8 p , ; P h . D . D i s s e r t a t i o n , U n i v e r s i t y o f I l l i n o i s a t
Urb a n a -Ch a mp a ig n .
PUB TYPE D i s s e r t a t i o n s / T h e s e s - D o c t o r a l D i s s e r t a t i o n s ( 0 4 1 ) - -
T e s t s / Q u e s t i o n n a i r e s ( 1 6 0 )
EDRS P RI CE M F 0 1 / P 0 0 6 P l u s P o s t a g e .
DESCRIPTORS A c a d e m i c A c h ie v e m e n t ; B e h a v i o r P a t t e r n s ; * G r a d e 8 ; * J u n i o r
Hig h S c h o o l S t u d e n t s ; J u n i o r H i g h S c h o o l s ; * M a t h e m a t i c s
A c h ie v e me n t ; Q u e s t i o n n a i r e s ; * R e a d i n g A c h i e v e m e n t ; * S c h o o l
S a f e t y ; S t u d e n t A t t i t u d e s ; V i c t i m s o f C r i m e ; * V i o l e n c e
I DENTI FI ERS N a t i o n a l E d u c a t i o n L o n g i t u d i n a l S t u d y 1 9 8 8
Th i s s t u d y a n a l y z e d b a s e - y e a r s t u d e n t d a t a fi l e s f r o m t h e
1988 N a t i o n a l E d u c a t i o n L o n g i t u d i n a l S t u d y (NE L S : 8 8 ) c r o s s - s e c t i o n a l l y t o
i d e n t i f y r e l a t i o n s h i p s b e t w e e n s c h o o l v i o l e n c e a n d s t u d e n t a c h i e v e m e n t i n
r e a d i n g a n d m a t h e m a t i c s . T h e a n a l y s i s i d e n t i fi e d s t u d e n t b e h a v i o r v a r i a b l e s
r e l a t e d t o t h r e e me a s u re s o f s c h o o l v i o l e n c e : ( 1 ) p e r s o n a l b e h a v i o r , s u c h a s
b e i n g s e n t t o t h e o f fi c e f o r m i s b e h a v i n g , p a r e n t s b e i n g w a r n e d a b o u t
b e h a v i o r , o r fi g h t i n g w i t h o t h e r s t u d e n t s ; ( 2 ) v i c t i m i c a t i o n , w h e t h e r h a v i n g
s o me t h in g s t o l e n , r e c e i v i n g a d r u g o f f e r , r e c e i v i n g t h r e a t s o r h a r m ; a n d ( 3 )
p e r c e p t i o n o f v i o l e n c e i n d i c a t e d b y s t u d e n t r e s p o n s e s t o h o w t h e y p e r c e i v e d
v i o l e n c e p r o b l e m s i n t h e i r s c h o o l . B a c k g r o u n d v a r i a b l e s i n c l u d e d i n t h e
a n a ly s e s w e r e s e x , r a c e / e t h n i c i t y , s o c i o e c o n o m i c s t a t u s q u a r t i l e , s c h o o l t y p e
( p u b l i c , C a t h o l i c , o t h e r r e l i g i o u s p r i v a t e , n o n r e l i g i o u s p r i v a t e ) , a n d s c h o o l
c ommunit y l o c a t i o n ( u r b a n , s u b u r b a n , a n d r u r a l ) . A s s o c i a t i o n s o f s c h o o l
v i o l e n c e me a s u re s p l u s s t u d e n t b a c k g r o u n d c h a r a c t e r i s t i c s o n s t u d e n t
a c h ie v e me n t s h o w t h a t w h e n t h e i n c i d e n c e o f n e g a t i v e p e r s o n a l b e h a v i o r
in c r e a s e s , t h e r e i s a n e g a t i v e e f f e c t o n a c h i e v e m e n t . S t u d e n t s e x p e r i e n c i n g
v i c t i m i z a t i o n a n d s t u d e n t s p e r c e p t i o n s o f v i o l e n c e i n t h e i r s c h o o l s s h o w
l o w e r l e v e l s o f e f f e c t o n a c h i e v e m e n t . I m p l i c a t i o n s f o r s c h o o l p r a c t i c e s a n d
s u g g e s t io n s f o r f u t u r e r e s e a r c h a r e d i s c u s s e d . T h r e e a p p e n d i x e s c o n t a i n
s ummaries o f s c h o o l v i o l e n c e r e p o r t s , a d e s c r i p t i o n o f t h e NE L S : 8 8 , a n d t h e
NELS:88 e i g h t h g r a d e q u e s t i o n n a i r e . ( C o n t a i n s 1 4 t a b l e s a n d 1 3 8 r e f e r e n c e s . )
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2. SCHOOL VI OLENCE AND STUDENT ACHI EVEMENT I N READI NG AND
MATHEMATICS AMONG EI GHTH GRADERS
BY
BEVERLY EUGENE COLEMAN
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4. SCHOOL VIOLENCE AND STUDENT ACHIEVEMENT I N READING AND
MATHEMATICS AMONG EIGHTH GRADERS
B e v e rly Eugene Coleman, P h . D .
Co lle g e o f E d u c a t io n
U n i v e r s i t y o f I l l i n o i s a t Urb a n a -Ch a mp a ig n , 1 9 9 8
F re d e ric k A . Ro d g e rs, A d v i s e r
Base y e a r s t u d e n t d a t a fi l e s f r o m t h e 1988 N a t i o n a l
E d u ca tio n L o n g i t u d i n a l S t u d y (NEL S:8 8 ) w e r e a n a ly z e d c r o s s -
s e c t i o n a l l y t o i d e n t i f y r e l a t i o n s h i p s b e twe e n s c h o o l v i o l e n c e
and s t u d e n t a ch ie ve me n t i n re a d i n g a n d ma t h e ma t ics. T h e
a n a ly s is i d e n t i fi e d s t u d e n t b e h a v i o r v a r i a b l e s r e l a t e d t o t h r e e
measures o f s c h o o l v i o l e n c e : p e r s o n a l b e h a v i o r - - s e n t t o o f fi c e
f o r misb e h a vin g , p a r e n t s wa rn e d a b o u t b e h a v io r, fi g h t i n g w i t h
o t h e r s z u d e n t s ; v i c t i m i z a t i o n — h a d so me t h in g s t o l e n , r e c e i v e d
druz, o f f e r , r e c e i v e d t h r e a t s o r h a rm; a n d p e rc e p t i o n o f
v i c l e n c e — (s t u d e n t s re sp o n d e d t o h o w t h e y b e rc e iv e d v i o l e n c e
p ro b le ms i n t h e i r s c h o o l a s s e r i o u s , mo d e ra t e , m i n o r , o r n o
rrc ' t le mj s u c h a s p h v s i c a l c o n fl i c t s a mo n g s t u d e n t s ,
ro b b e ry t h e f t , v a n d a l i s m o f s c h o o l p r o p e r t y , u s e o f a l c o h o l a n d
d ru cs, p o s s e s s i o n o f weapons, p h y s i c a l a n d v e r b a l a b u se o f
le a ch e rs. B a c k g r o u n d v a r i a b l e s i n c l u d e d i n t h e a n a l y s i s : s e x ,
r a c e . e t h n i c i t y , s o c io -e c o n o mic s t a t u s q u a r t i l e , s c h o o l t y p e
(p u b lic , C a t h o l i c , o t h e r r e l i g i o u s p r i v a t e , n o n - r e l i g i o u s
p r i v a t e ) , a n d s c h o o l co mmu n it y l o c a t i o n (u rb a n , su b u rb a n ,
r u r a l ) . A s s o c i a t i o n s o f s c h o o l v i o l e n c e me a su re s p l u s s t u d e n t
background c h a r a c t e r i s t i c s o n s t u d e n t a ch ie ve me n t showed t h a t
'.:}en t h e i n c i d e n c e o f n e g a t iv e p e rs o n a l b e h a v i o r in c re a s e d ,
t h e re wa s a n e g a t i v e e f f e c t o n a ch ie ve me n t . S t u d e n t s
e x p e rie n c in g v i c t i m i z a t i o n a n d s t u d e n t s ' p e r c e p t i o n o f v i o l e n c e
5. i n t h e i r s c h o o ls showed l o w e r l e v e l s o f e f f e c t o n a ch ie ve me n t .
I m p l i c a t i o n s f o r s c h o o l p r a c t i c e s a n d s u g g e s t io n s f o r f u t u r e
re se a rch a r e d is c u s s e d .
7. 1
i i i
ABSTRACT
Th is s t u d y a n a ly z e d b a se y e a r s t u d e n t d a t a fi l e s f r o m t h e
1988 N a t i o n a l E d u c a t io n L o n g i t u d i n a l S t u d y (NE L S :8 8 ) c r o s s -
s e c t i o n a l l y t o i d e n t i f y r e l a t i o n s h i p s b e twe e n s c h o o l v i o l e n c e
and s t u d e n t a ch ie ve me n t i n re a d i n g a n d ma t h e ma t ics. T h e
a n a l y s i s i d e n t i fi e d s t u d e n t b e h a v i o r v a r i a b l e s r e l a t e d t o t h r e e
measures o f s c h o o l v i o l e n c e : p e r s o n a l b e n a v i o r - - s e n t t o o f fi c e
f o r misb e h a vin g , p a r e n t s wa rn e d a b o u t b e h a v i o r, fi g h t i n g w i t h
o t h e r s t u d e n t s ; v i c t i m i z a t i o n — h a d so me t h in g s t o l e n , r e c e i v e d
drug o f f e r , r e c e i v e d t h r e a t s o r h a rm; a n d p e rc e p t í o n o f
v í o l e n c e - - ( s t u d e n t s re sp o n d e d t o h o w t h e y p e rc e i v e d v í o l e n c e
o ro b le ms i n t h e í r s c h o o l a s s e r í o u s , mo d e ra t e , m í n o r , o r n o
such a s p h y s i c a l c o n fl i c t s a mo n g s t u d e n t s ,
r o b b e r y i t h e f t , v a n d a l i s m o f s c h o o l ip ro p e rt y , u s e o f a l c o h o l a n d
d ru o s, D o s s e s s i o n o f weapons, p h y s i C a l a n d v e r b a l a b u se o f
t e a ch e rs. B a c k g r o u n d v a r i a b l e s i n c l u d e d i n t h e a n a l y s í s : s e x ,
ra ze e : h n i c i t y , s o c i o -e c o n o mi c s t a t u s q u a r t i l e , s c h o o l t y p e
(p u b lic , C a t h o l í c , o t h e r r e l i g i o u s p r í v a t e , n o n - r e l i g i o u s
p r í v a t e ) , a n d s c h o o l co mmu n it y l o c a t i o n (u rb a n , s u b u rb a n ,
r u r a l ) . A s s o c i a t i o n s o f s c h o o l v i o l e n c e me a su re s p l u s s t u d e n t
background c h a r a c t e r i s t i c s o n s t u d e n t a ch ie ve me n t sh o we d t h a t
when t h e i n c i d e n c e o f n e g a t i v e p e rs o n a l b e h a v i o r in c re a s e d ,
t h e re wa s a n e g a t í v e e f f e c t o n a ch ie ve me n t . S t u d e n t s
e xp e rí e n cin g v i c t i m i z a t i o n a n d s t u d e n t s ' p e r c e p t i o n o f v i o l e n c e
in t h e i r s c h o o l s sh o we d l o w e r l e v e l s o f e f f e c t o n a ch ie ve me n t .
I m p l i c a t i o n s f o r s c h o o l p r a c t í c e s a n d s u g g e s t io n s f o r f u t u r e
re se a rch a r e d is c u s s e d .
8. i v
DEDI CAT ION
My wo rk i s d e d ic a t e d t o t h e l o v i n g memory o f Mamma A d d ie ,
my mo t h e r, A d d i e M o r r i s Coleman Go ss, wh o se s p i r i t u a l g u id a n ce ,
encouracement_ a n d i n s p i r a t i o n a r e w i t h me f o r e v e r .
9. ACKNOWLEDGMENTS
There a r e s e v e r a l p e o p le wh o we re o f g r e a t a s s i s t a n c e d u r i n g
the p r e p a r a t i o n o f t h i s t h e s i s . I a m e x t r e m e l y g r a t e f u l t o my
Ma jo r P r o f e s s o r , D r . F r e d e r i c k A . Ro d g e rs . H i s t h o u g h t f u l
g u id a n ce a n d a s s i s t a n c e wa s i n y a l u a b l e i n t h e u n d e r t a k i n g a n d
co mp le t io n o f t h i s s t u d y . I wo u ld a l s o l i k e t o t h a n k t h e members
o f my Co mmit t e e , D r s . A d e l e P r o c t o r , T e d Ma n o la ke s, Th o ma s
McGre a l, a n d W i l l i a m T r e n t . I a l s o wa n t t o t h a n k M r s . J o a n
Tru mb le , D r s . O l i v e r Mo le s , a n d P a t r i c i a Da b b s f o r b a ckg ro u n d
m a t e r i a l s ; D r s . S a m Peng, T a i Ph a n , a n d K a r l Boughan f o r g u id a n ce
w i t h d a t a a n a l y s i s a n d i n t e r p r e t a t i o n ; M r s . B e t s y I n fl e s f o r
l o g i s t i c a l a s s i s t a n c e ; a n d Mrs . E v e l y n G ra d y f o r h e r a s s i s t a n c e
w i t h t e c h n i c a l e d i t i n g a n d fi n a l p r e p a r a t i o n o f t h i s d o cu me n t.
Most o f a h , I wa n t t o t h a n k my f a m i l y . M y e d u c a t i o n a n d t h i s
st u d y wo u ld n o t h a v e b e e n p o s s i b l e w i t h o u t t h e i r p a t i e n c e ,
encouraaement, s u p p o r t , a n d l o v e .
T h is t h e s i s i s i n t e n d e d t o p ro mo t e t h e e xch a n g e o f i d e a s
among r e s e a r c h e r s , p o l i c y m a k e r s , a n d p r a c t i t i o n e r s . T h e v i e w s
e xp re sse d i n i t a r e p a r t o f o n g o in g r e s e a r c h a n d a n a l y s i s a n d d o
not n e c e s s a r i l y r e fl e c t t h e p o s i t i o n o f t h e U n i t e d S t a t e s
Department o f E d u c a t i o n .
9
10. v i
TABLE O F CONTENTS
L I S T OF TABLES v i i i
CHAPTER
I NTRODUCTI ON 1
B a c k g r o u n d 1
D e s c r i p t i o n o f S c h o o l V i o l e n c e 7
S t a t e me n t o f t h e P r o b l e m 8
P u r p o s e o f t h e S t u d y 9
S i g n i fi c a n c e o f t h e S t u d y 1 0
Re s e a r c h Q u e s t i o n s 1 1
O r g a n i z a t i o n o f t h e T h e s i s 1 2
REVIEW O F THE LI TERATURE 1 4
The P r e v a l e n c e o f S c h o o l V i o l e n t e 1 4
R e l a t e d A r e a s o f Re s e a r c E 2 2
Summary 2 8
I I I ME THO DS AND PROCEDURES 3 0
D e fi n i t i o n o f Te r ms 3 1
Re s e a r c h Q u e s t i o n s a n d Hy p o t h e s e s 3 4
Me t h o d s o f A n a l y s i s 3 5
L i m i t a t i o n s o f t h e S t u d y 4 6
I V R E S U L T S AND DI SCUSSI ON 4 8
Re s e a r c h Q u e s t i o n s 4 8
I n t e r p r e t a t i o n o f t h e F i n d i n g s 5 9
y S U M M A R Y , CONCLUSI ONS, I MP L I CA TI O NS , RE CO MME NDA TI O NS 6 6
Summary a n d C o n c l u s i o n s 6 6
I m p l i c a t i o n s 6 8
11. v i i
CHAPTER
V s u m n k R y , CONCLUSI ONS, I MP L I CA TI O NS , RECOMMENDATI ONS
( c o n t i n u e d )
Re c o mme n d a t i o n s 7 0
D i r e c t i o n s f o r F u r t h e r R e s e a r c h 7 3
REFERENCES 7 6
APPENDI X
SUMMARIES O F I MPORTANT SCHOOL VI OLENCE REPORTS 9 6
DESCRI PTI ON OF THE NATI ONAL EDUCATI ON LONGI TUDI NAL
STUDY O F 1 9 8 8 ( NE L S : 8 8 ) 1 0 1
NELS: 88 E I G HTH GRADE QUESTI ONNAI RE 1 0 4
1 3 3
12. 1O
LIST OF TABLES
mable P a g e
1 E i g h t h Gra d e S t u d e n t s b y S e le c t e d C h a r a c t e r i s t i c s :
1988 3 6
2 I n d e p e n d e n t V a r i a b l e I t e ra s 4 3
3 S c h o o l V i o l e n c e F a c t o r S c a le s 4 4
4 P r e v a l e n c e o f S c h o o l V i o l e n c e P ro b le ms - S t u d e n t s '
P e rce p t io n 4 9
A s s o c ia t io n Be twe e n L e v e l s o f S c h o o l V i o l e n c e
B e h a vio rs a n d S ch o o l Typ e s - S t u d e n t P h y s i c a l
C o n fl i c t s 5 2
6 A s s o c i a t i o n Between L e v e l s o f S c h o o l V i o l e n c e
B e h a vio rs a n d S ch o o l Typ e s R o b b e r y / T h e f t a t
School 5 3
A s s o c ia t io n Between L e v e l s o f S c h o o l V i o l e n c e
B e h a vio rs a n d S ch o o l Typ e s - V a n d a lis m o f S c h o o l
P ro p e rt y 5 4
E A s s o c i a t i o n Be twe e n L e v e l s o f S c h o o l V i o l e n c e
B e h a vio rs a n d S ch o o l Typ e s - V e r b a l Ab u se o f
Te a c h e
-
rs
5
5
9 A s s o c i a t i o n Be twe e n L e v e l s o f S c h o o l V i o l e n c e
B e h a vio rs a n d S ch o o l Typ e s - S t u d e n t P o s s e s s io n o f
eapons 5 6
A s s o c ia t io n Between L e v e l s o f S c h o o l V i o l e n c e
B e h a vio rs a n d S c h c
,
o 1 T y p e s
-
P h y s i c
a l
A b u
s e
o
f
Teachers 5 7
11 A s s o c i a t i o n Between L e v e l s o f S c h o o l V i o l e n c e
B e h a vio rs a n d S ch o o l Typ e s - S t u d e n t Use o f
A lc o h o l 5 8
A s s o c ia t io n Be twe e n L e v e l s o f S c h o o l V i o l e n c e
B e h a vio rs a n d S ch o o l Typ e s - S t u d e n t Use o f I l l e g a l
Substances 5 3
13 V a r i a b l e Co d in g , S t a n d a rd i z e d Re g re s s io : C o e f fi c i e n t s
and t S co re s f o r In d e p e n d e n t V a r i a b l e s 5 9
14 T o t a l V a ri a n c e b y R S q u a re S co re s a n d S t a n d a rd iz e d
Re g re ssio n C o e f fi c i e n t s 6 3
v i i i
13. CHAPTER I
INTRODUCTION
1
Background
Over t h e p a s t d e ca d e , v i o l e n c e i n A me ric a h a s s t e a d i l y
in cre a se d , s p r e a d i n g a n d p e n e t r a t i n g n a t i o n a l s e c u r i t y wh ic h h a s
a ra d u a l l y d e cre a se d c i t i z e n s ' c o n fi d e n c e i n t h e a b i l i t y t o
p ro t e ce t h e i r f a m i l i e s a n d c o mmu n it ie s . F o r t h e fi r s t t i m e
sin ce t h e 1 9 7 0 s, t h e i n c i d e n c e o f v i o l e n t a c t s a g a i n s t s t r a n g e r s
o ccu rs mo re f r e g u e n t l y t h a n v i o l e n c e b e twe e n i n d i v i d u a l s wh o
know e a ch o t h e r (Hu g h e s a n d Ha sb ro u k, 1 9 9 6 ) . A m e r i c a , t h e p r e -
e min e n t m i l i t a r y p o we r, i s a t - r i s k b e ca u se o f t h e o n s la u g h t o f
v i o l e n : i n c i d e n t s i n v a d i n g e v e r y p h a se o f d a i l y l i f e i n u rb a n ,
suburban, a n d r u r a l l o c a l e s ( C e p e r l e y a n d S imo n , 1 9 9 4 ; B a l l a r d
1996; Ho f f ma n , 1 9 9 6 ). V i o l e n c e a n d t ra u ma i n u rb a n
n e ich b o rh o o d c o mmu n it ie s c r e a t e d e s t r u c t i o n a t u n s a f e l e v e l s
th a z i m b a c t t h e s c h o o l l e a r n i n g e n v iro n me n t i n u rb a n s c h o o l s .
Hia h l e v e s o f u rb a n unemployment a n d p o v e r t y h a ve b e e n c i z e d a s
causes (K o b e r, 1 9 9 4 ; USEd, NCES, Ch a lle n g e , 1 9 9 6 ) . S i n c e t h e
la ce 1
9 8 0 s
,
t r
e n
d s
s
h
o
w
t
h
a
t
u
r
b
a
n
p
a
trauma a r e i n c r e a s i n g l y b e in g r e fl e c t e d i n su b u rb a n a n d r u r a l
co mmu n itie s a s w e l l ; h o we v e r, l e s s i s known a b o u t ca u se s (K a d e l
and F o llma n , 1 9 9 3 ; Ha b e rma n , 1 9 9 4 ; L a rs o n , 1 9 9 4 ; S h a n ke r, 1 9 9 5 ;
B a l l a r d a n d McCoy, 1 9 9 6 ) . I n o r d e r t o kn o w mo re a b o u t s c h o o l
v io le n c e , m o r e e n lig h t e n me n t a b o u t v i o l e n c e i n g e n e ra l i s
re q u ire d .
I n c r e a s i n g l y , s c h o o l s o u t s i d e u rb a n a re a s a r e n o l o n g e r t h e
sa fe h a ve n s t h e y o n ce we re . S c h o o l s t h ro u g h o u t A me ric a a r e
14. a t - r i s k o f n o l o n g e r b e i n g p l a c e s wh e re s t u d e n t s a r e f r e e t o
d e ve lo p a n d l e a r n t h e s k i l l s r e q u i r e d t o become s u c c e s s f u l ,
p ro d u c t i v e , a n d c o n t r i b u t i n a c i t i z e n s ( W a l k e r a n d Gre sh a m,
1997). A 1 9 9 3 N a t i o n a l S c h o o l B o a rd s A s s o c i a t i o n (NSBA) s t u d y
re p o rt e d t h a t o f 7 2 0 s c h o o l d i s t r i c t s , 8 2 p e r c e n t r e p o r t e d a n
in c re a s e i n v i o l e n c e o v e r t h e p a s t fi v e y e a r s , a c r o s s a h l
g e o g ra p h ic a r e a s ( N a t i o n a l S c h o o l B o a rd s A s s o c i a t i o n , 1 9 9 3 ) .
D a i l y , n e w s me d ia r e p o r t s s u p p o r t t h e s e t r e n d s . F o r e xa mp le ,
two w i d e l y r e p o r t e d h i g h s c h o o l s h o o t i n g i n c i d e n t s , e a c h b y a
st u d e n t gunman, o c c u r r e d d u r i n g f a l l o f t h e 1 9 9 7 -9 8 s c h o o l y e a r .
I n e a r l y O c t o b e r 1 9 9 7 , a ma l e s t u d e n t a t P e a r l H i g h S c h o o l,
lo c a t e d i n a s u b u rb a n c o mmu n it y o u t s i d e J a c k s o n , M i s s i s s i p p i ,
was c h a rg e d w i t h t h e s h o o t i n g d e a t h s o f t w o s t u d e n t s a n d w i t h
wounding s e v e r a l mo re s t u d e n t s . F i v e o t h e r P e a r l H i g h ma le
st u d e n t s a n d o n e m a l e g ra d u a t e o f t h e s c h o o l w e r e s u b s e q u e n t l y
ch a rg e d w i t h c o n s p i r a c y i n c o n n e c t i o n w i t h t h e s h o o t i n g s . I n
e a r l y De ce mb e r 1 9 9 7 , a ma l e s t u d e n t a t He a t h H i g h S c h o o l,
lo c a t e d i n r u r a l We s t P a d u ca h , K e n t u c k y , w a s c h a rg e d w i t h fi r i n g
a s t c l e n s e mi a u t o ma t i c p i s t o l i n t o a c i r c l e o f p r a y i n g s t u d e n t s .
T h is i n c i d e n t wa s t h e fi r s t s h o o t i n g e v e r t o o c c u r i n t h e 7 , 0 0 0 -
st u d e n t McCra cke n Co u n t y s c h o o l d i s t r i c t (J a c o b s o n a n d Wh i t e ,
1997). I n l a t e F e b r u a r y 1 9 9 8 , t w o ma le m i d d l e s c h o o l s t u d e n t s
i n a Ma ry l a n d s u b u rb we re a r r e s t e d a t t e r t r a n s p o r t i n g a h o me -
made bomb o n a s c h o o l b u s a n d p l a n t i n g t h e bomb i n a s c h o o l
l o c k e r . T h e p r i n c i p a l d i s c o v e r e d t h e bomb a n d e v a c u a t e d t h e
sch o o l b u i l d i n g b e f o r e t h e bomb e x p lo d e d . T h e s t u d e n t s
a l l e g e d l y u s e d t h e s c h o o l l o c k e r a s a t e mp o ra ry p a s s - o f f p o i n t
1
4
15. 3
f o r t h e bomb. M o s t r e c e n t l y , d u r i n g l a t e Ma rch 1 9 9 8 , i n r u r a l
Jonesboro, A rk a n s a s , t w o h e a v i l y a rme d 1 1 a n d 1 3 y e a r o l d b o ys
we a rin g ca mo u fla g e c l o t h i n g a n d h i d i n g among t r e e s fi r e d o n a
group o f t h e i r We st sid e Mi d d l e S ch o o l c la s s ma t e s a n d t e a c h e rs a s
th e y s c u r r i e d o u t s i d e d u r i n g a f a l s e fi r e a l a r m . T h e ambush,
j u s t o u t s i d e t h i s t o wn o f 5 0 , 0 0 0 , l e f t f o u r f e ma le s t u d e n t s a n d
a t e a c h e r d e a d a n d 1 1 o t h e r s wounded (S c h wa rt z , 1 9 9 8 ). Y o u t h
v io le n c e i n s c h o o l s e t t i n g s a p p e a rs t o b e random, sp o n t a n e o u s,
and u n p re d i c t a b l e . S e l f - i n fl i c t e d y o u t h v i o l e n c e i s c i t e d among
co n ce rn s o f A me rica n I n d i a n y o u t h who se e t h e i r v i o l e n t w o r l d
c l a i mi n g y o u t h t h ro u g h d ru g -in d u c e d d e a t h s, g a n g v i o l e n c e , a n d
teen s u i c i d e s (Cro w, 1 9 9 7 ). T h e s e i n c i d e n t s a n d co n ce rn s
p re se n t e xa mp le s o f t h e e vid e n ce t h a t i n c r e a s i n g v i o l e n c e
o c c u rrin g i n co mmu n it ie s h a s n o t e s
.
c a p e d t h e
s c h o o l s .
In t h e e a r l y 1 9 8 0 s, s c h o o l s f a i l i n g i n t h e i r m i s s i o n t o
se rve t h e n a t i o n a l i n t e r e s t wa s t h e e d u c a t io n a l c o n c e rn
cre se n t e d i n A Na t io n a t R i s k re le a s e d i n A p r i l 1 9 8 3 (USEd , R i s k
Re p o rt, 1 9 8 3 ) . T h i s la n d ma rk r e p o r t d i d n o t a d d re s s wh a t h a s
sin ce become a c e n t r a l f o c u s w h i c h w i l l d e fi n e o u r c o u n t r y ' s
l u t u r e — v i o l e n c e i n t h e s c h o o l t e a c h i n g a n d l e a r n i n g e n viro n me n t
and t h e r e s u l t i n g i mp a c t o n s t u d e n t a ch ie ve me n t . F e w p e o p le
would c h a lle n g e t h e fi n d i n g s o f r e c e n t s c h o o l v i o l e n c e r e p o r t s
wh ich d e c l a r e t h a t A me ri c a ' s s c h o o ls a n d c la s s ro o ms h a ve changed
d r a m a t i c a l l y d u r i n g t h e p a s t d e ca d e b e ca u se o f v i o l e n c e i n t h e
sch o o l s e t t i n g . V i o l e n c e i s a s e r i o u s p ro b le m a n d t h e
h e ig h te n e d a wa re n e ss o f t h e p u b l i c ' s co n ce rn a b o u t v i o l e n c e i n
sch o o ls h a s b e e n r e fl e c t e d i n s e v e r a l i m p o r t a n t r e p o r t s c i t i n g
16. 4
sch o o l t r a g e d i e s r e s u l t i n g f r o m i n c i d e n t s o f s c h o o l v i o l e n c e
(Na t io n a l S c h o o l S a f e t y Ce n t e r, 1 9 9 3 ; A p p le b o me , 1 9 9 4 ; Jo h n so n
and Imme rwa h r, 1 9 9 4 ; H a r r i s , 1 9 9 5 ; USEd, NCES, V i c t i m i z a t i o n ,
1995; USHHS, CDC, 1 9 9 5 ; USEd, P r e s s , 1 9 9 6 ; E l a m e t a l . , 1 9 9 4 ,
1995, 1 9 9 6 , a n d 1 9 9 7 ; USEd, NCES, C r i m e , 1 9 9 7 ; USED, NCES,
V io le n ce , 1 9 9 8 ) . S u m m a r i e s o f r e c e n t i m p o r t a n t s c h o o l v i o l e n c e
re p o rt s a r e p re s e n t e d i n A p p e n d ix A .
The ma g n it u d e o f c r i m e , v i o l e n e e , v i c t i m i z a t i o n , a n d
a sso cia t e d d i s r u p t i o n i n A me ri c a ' s s c h o o l s s e v e r e l y i m p a i r s t h e
e d u ca t io n a l p ro c e s s a n d t h e n o rma l p s y c h o l o g i c a l d e ve lo p me n t o f
many s t u d e n t s . B e c a u s e t h e t ra u ma i n t h e u rb a n co mmu n it y a t
la rg e i s e ve n mo re p re v a l e n t , a ca sca d e o f h i g h l y d i s r u p t i v e
f a c t o rs n e g a t i v e l y i mp a c t s s t u d e n t s ' a ca d e mie a ch ie ve me n t (USEd,
Ne two rk, 1 9 9 3 ). T h e a rg u me n t h a s b e e n made t h a t f o r c h i l d r e n ,
i n n e r - c i t y e x p e rie n c e s , i n c l u d i n g t h e s c h o o l l e a r n i n g
e n viro n me n t, c a n b e co mp a re d t o l i f e i n c o mmu n it ie s a t w a r
(G a rb a rin o e t a l . , 1 9 9 2 ; L e w i s a n d Fo x, 1 9 9 3 ; USEd, NCES,
S a e t y , 1 9 9 6 ). I n some su b u rb a n a n d r u r a l c o mmu n it ie s ,
e xp e rie n ce s a r e r a p i d l y b e co min g e q u a l l y d a n g e ro u s (S h a n k e r,
1995; B a l l a r d a n d McCoy, 1 9 9 6 ). O n e o f t h e mo s t c r i t i c a l
p ro b le ms c o n f r o n t i n g e d u c a t o rs t o d a y i s t h e a b i l i t y t o
imme d ia t e ly a n d d r a m a t i c a l l y imp ro v e t h e a ca d e mie p e rf o rma n ce
l e v e l s o f s t u d e n t s e s p e c i a l l y i n e n v iro n me n t s wh e re s c h o o l
v io le n c e i s p r e v a l e n t . D a t a o n v i o l e n c e i s r e a d i l y a c c e s s i b l e
f ro m t h e c o n s t a n t fl o w o f v i o l e n c e i n f o r m a t i o n w i d e l y
d isse min a t e d t h ro u g h me d ia r e p o r t s , p u b l i c s u rv e y s , e l e c t r o n i c
i n f o rma t i o n a n d t h e re s e a rc h l i t e r a t u r e (A s c h e r, 1 9 9 4 ; USEd,
17. 5
NCES, C r i m e , 1 9 9 7 ) . T h e c h a lle n g e f o r p o l i c y ma k e rs a n d
p r a c t i t i o n e r s i s t o i n t e r p r e t t h e r e l a t i o n s h i p o f r e p o r t e d
t re n d s t o s c h o o l p o l i c y d e c i s i o n s a n d d e ve lo p e f f e c t i v e
p r a c t i c e s t o c u r b s c h o o l v i o l e n c e a n d i n c re a s e s t u d e n t l e a r n i n g
(Youth V io le n c e P o lic y ma k e rs G u id e , 1 9 9 6 ) .
School d i s t r i c t s a n d a d m i n i s t r a t o r s a r e re s p o n d in g t o
sch o o l c r i m e a n d v i o l e n c e b y e mp lo yin g me a su re s s u c h AS
i n s t a l l i n o me t a l d e t e c t o r s , h i r i n g a n d a rmin g s e c u r i t y g u a rd s,
lo c k in a a n d c h a i n i n g s c h o o l d o o rs , ma n d a t in g s c h o o l u n i f o rms ,
and c o n d u c t in g ra n d o m se a rch e s o f s t u d e n t b o o kb a g s a n d l o c k e r s
(Fla n n e ry, 1 9 9 7 ). S o m e s c h o o ls h a ve b e e n a l t e r e d t o t h e e x t e n t
t h a t t h e y re s e mb le d e t a in me n t f a c i l i t i e s w h i c h d e t r a c t s f r o m t h e
n o s i t i v e l e a r n i n g e n viro n me n t . S e v e r a l r e c e n t r e p o r t s h a ve
suocested t h a t e a s y a v a i l a b i l i t y o f g u n s a n d weapons t o y o u t h
gangs h a s made a p ro f o u n d imp a c t o n o u r s o c i e t y o v e r t h e l a s t
decade c r e a t i n g a p e rc e p t i o n t h a t v i o l e n c e i s a common
o ccu rre n ce i n o u r d a i l y l i v e s ( C e p e r e l y a n d Simo n , 1 9 9 4 ; L a rs o n ,
1994; We ise n b u rg e r, e t a l . , 1 9 9 5 ; S c h wa rt z , 1 9 9 6 ; USEd, NCES,
Crime , 1 9 9 7 ). T h e t o n e o f some r e p o r t s su g g e st s t h a t a l a r g e
n o rz io n o f t h e n a t i o n h a s become d e s e n s i t i z e d t o t h e e x t e n s i v e
and d e t r i m e n t a l e f f e c t s o f v i o l e n c e (N o rl a n d , 1 9 9 2 ; N o rt h w e s t
Re g io n a l L a b o ra t o ry , 1 9 9 4 ; S t e p h e n s, 1 9 9 4 ; Ma ze n a n d He sta n d ,
1996; E d e lma n , 1 9 9 4 , 1 9 9 5 , a n d 1 9 9 6 ). S c h o o l s a f e t y h a s become
a p r i o r i t y f o r p a re n t s , s t u d e n t s , t e a c h e r s , a d m i n i s t r a t o r s ,
p o l i t i c i a n s , a n d p o lic y ma k e rs . O n e o f t h e N a t i o n a l E d u c a t io n
Goals f o r t h e y e a r 2000 i s t o c r e a t e s c h o o l e n v iro n me n t s t h a t
a re f r e e o f v i o l e n c e a n d d ru g s (USEd, 1 9 9 3 , NCES G o a l s ).
18. 6
The w i d e a t t e n t i o n t o y o u t h a n d s c h o o l v i o l e n c e i s s u e s f r o m
a v a r i e t y o f s o u rc e s i n d i c a t e s t h e n e e d f o r e f f e c t i v e
co o rd in a t e d re sp o n se s b y l o c a l , s t a t e , a n d f e d e r a l a g e n cie s
(Na t io n a l S c h o o l B o a rd s A s s o c i a t i o n , 1 9 9 3 ; Mo y e rs , 1 9 9 5 ;
Edelman, 1 9 9 4 , 1 9 9 5 , a n d 1 9 9 6 ). I n d i v i d u a l s , g ro u p s , a n d
community o rg a n i z a t i o n s a r e b e g in n in g t o w o rk i n p a r t n e r s h i p
w i t h s c h o o ls t o d e ve lo p a n u mb e r o f d i v e r s e a p p ro a ch e s, mo d e l
p ro g ra ms, s t r a t e g i e s , a n d i n i t i a t i v e s d e sig n e d t o s t o p y o u t h
v io le n c e (USEd a n d DHHS, T o g e t h e r, 1 9 9 3 ; J u s t i c e , 1 9 9 4 ; N a t i o n a l
Conference P a p e rs, 1 9 9 4 ; USGAO, 1 9 9 5 ; L e i s t y n a a n d S h e rb lo m,
Co o rd in a te d co mmitme n ts t o p re v e n t t h e o c c u rre n c e o f
v i o l e n t i n c i d e n t s a n d t o p r o v i d e i n t e r v e n t i o n s t r a t e g i e s , a s
w e l l a s t o s a l v e consequences o f v i o l e n t a c t s , p r e s e n t a
syn ch ro n ize d e f f o r t l e a d i n g t o maximum su cce ss a n d l o n g - t e r m
e f f e c t iv e n e s s i n co mb a t in g v i o l e n c e t h ro u g h o u t co mmu n it ie s
(McCorbs, 1 9 9 4 ; S t e p h e n s, 1 9 9 4 ; USEd, M e r c e r , 1 9 9 5 ). A c c o r d i n g
te v i o l e n c e - p r e v e n t i o n e x p e rt s , n o s i m p l e s o l u t i o n e x i s t s a n d
ending t h e y o u t h v i o l e n c e e p id e mic w i l l n o t b e e a s y (K a d e l a n d
Fo llma n , 1 9 9 3 ). L e a r n i n g ca n n o t t a k e p l a c e i n a n a tmo sp h e re o f
f e a r a n d i n t i m i d a t i o n ( C r a i g , 1 9 9 2 ; USEd, NCES, G o a l s , 1 9 9 3 ;
R i l e y , 1 9 9 3 ; R e g i o n a l L a b o ra t o ry f o r E d u c a t io n a l Imp ro ve me n t,
1995; S h a n ke r, 1 9 9 5 ). A p r i m a r y g o a l o f t o d a y ' s s c h o o ls mu st b e
to d e v e lo p s t r a t e g i e s a n d p ro v i d e re s o u rc e s t h a t w i l l re d u c e t h e
number a n d i n t e n s i t y o f s c h o o l v i o l e n c e i n c i d e n t s (K n o x, 1 9 9 7 ).
19. 1 3
7
D e s c ri p t i o n o f S ch o o l V i o l e n c e
D a i l y , t h e n a t i o n ' s s c h o o l s a r e b e co min g mo re u n s t a b le
based o n i n c r e a s i n g n u mb e rs o f s t u d e n t s e x h i b i t i n g d i s r u p t i v e
b e h a vio r l e a d i n g t o v i o l e n t a c t s i n t h e s c h o o l s e t t i n g .
D i s r u p t i v e o r e x t e r n a l i z i n g b e h a v io r i s d e s c ri b e d a s demeanor
t h a t i s a n t i s o c i a l , d e fi a n t , c h a l l e n g i n g , n e g a t i v e l y a g g re s s iv e ,
n o n co mp lyin g , a c t i n g - o u t , e t c . T h e i mp a c t o f v i o l e n t a c t s i n
sch o o ls e xt e n d s b e yo n d t h e t y p i c a l mi n o r, s o o n f o r g o t t e n ,
i n c i d e n t s e xp e ct e d o f mo s t s t u d e n t s d u r i n g t h e i r n o rma l c o u rs e
of d e ve lo o me n t . S u c h d i s r u p t i v e s t u d e n t b e h a v i o r c o n t in u e s t o
be o n e o f t h e mo st p ro f o u n d i s s u e s c o n f r o n t i n g s c h o o ls ( B u l l o c k
e: a l . , 1 9 8 3 ; E va n s a n d Eva n s, 1 9 8 5 ; H r a n i t z a n d Eddowes, 1 9 9 0 ;
Kadel a n d Fo ilma n , 1 9 9 3 ).
A m u l t i t u d e o f i n f o r m a t i o n i s ' a v a ila b le o n t h e s u b j e c t o f
v io le n c e a n d i t s r e l a t i o n s h i p t o e v e r y a s p e c t o f human
e x is t e n c e . S o m e o f t h e d a t a i s f o c u s e d o n t h e e mo t io n a l
consequences o f v i o l e n c e su ch a s v i c t i m s d e v e lo p in g f e e l i n g s o f
so rro w, g r i e f , b e re a ve me n t , s h o c k , d e n i a l , p r o t e s t , a n g e r,
d e p re ssio n , d e s p a i r , re v e n g e , r e j e c t i o n , a n d f e a r (O a t e s , 1 9 8 8 ;
Reasoner, 1 9 9 5 ). O t h e r i n f o r m a t i o n a d d re sse s v i o l e n c e i s s u e s b y
su o ce st in g ca u se s a r e r e l a t e d t o p h y s i o l o g i c a l a n d g e n e t i c
lin k a g e s ; p s y c h o l o g i c a l i mp a c t s ; s o c i o l o g i c a l c o n d i t i o n s ; a n d
b e h a v io ra l p a t t e r n s (B u rro we s e t a l . , 1 9 8 8 ; Wa l l a c h , 1 9 9 3 ;
S o ria n o e t a l . , 1 9 9 4 ; P ru t zma n , 1 9 9 4 ) .
At t h e n a t i o n a l l e v e l , p l a n s a r e b e in g f o rmu l a t e d t o e xp e n d
a l a r g e p o r t i o n o f t a x d o l l a r s o n co rrip re h e n sive s c h o o l r e f o r m
e f f o r t s t o imp ro v e t h e n a t i o n ' s d e l i v e r y s y s t e m f o r e d u c a t io n
20. 8
and i n c r e a s e s t u d e n t p e rf o rma n ce (USEd , Co mp re h e n sive , 1 9 9 8 ) .
However, s c h o o l s a r e n o t l i k e l y t o r e a l i z e o p t i m a l s u c c e s s w i t h
e d u ca t io n a l r e f o r m s a n d s t u d e n t l e a r n i n g i n i t i a t i v e s u n t i l
e f f e c t i v e s c h o o l v i o l e n c e p re v e n t i o n a n d i n t e r v e n t i o n s t r a t e g i e s
a re d e ve lo p e d a n d imp le me n t e d (S h a n ke r, 1 9 9 5 ; S c h w a rt z , 1 9 9 6 ) .
Sta te me n t o f t h e P ro b le m
The e a r l y re s e a rc h p ro p o s a l i n c l u d e d a c o l l e c t i v e r e v i e w o f
e l e c t r o n i c i n f o r m a t i o n , r e s e a r c h l i t e r a t u r e , p u b l i c o p i n i o n
p o l i s , a n d me d ia r e p o r t s a h l p r e s e n t i n g t h e n a t i o n a l c o n c e rn
t h a t d i s r u p t i v e y o u t h v i o l e n c e i n s c h o o l s n e g a t i v e l y i mp a c t s t h e
e d u c a t io n a l p ro c e s s a n d n o rma l d e ve lo p me n t among s t u d e n t s a s
w e l l a s t h e w e l l - b e i n g o f e d u c a t o rs a n d o t h e r s c h o o l p e rs o n n e l
( c o l e a , S e p t e mb e r 1 9 9 5 ). F i n d i n g s c i t e d t h ro u g h o u t t h e
re se a rch l i t e r a t u r e s u g a e s t a r e l a t i o n s h i p b e twe e n b e h a v i o r a n d
a ch ie ve me n t ( C r a i a , 1 9 9 2 ; K a d e l a n d Fo llma n , 1 9 9 3 ; A s c h e r, 1 9 9 4 ;
Haberman, 1 9 9 4 ; F u r l o n g a n d Mo rri s o n , 1 9 9 4 ; H a r r i s , 1 9 9 5 ;
G i l b e r t , 1 9 9 6 ) . W e kn o w t h a t s c h o o l v i o l e n c e i s a s e r i o u s
p ro b le m t h a t h a s t h r u s t s t u d e n t l e a r n i n g p r i o r i t i e s i n t o t h e
background a n d s c h o o l s e c u r i t y co n ce rn s i n t o t h e f o r e f r o n t
(S ch wa rtz, 1 9 9 6 ; G i l b e r t , 1 9 9 7 ) . T h e r e i s l i m i t e d re s e a rc h
a n a ly z in g t y p e s o f s c h o o l v i o l e n c e a n d s t u d e n t a ch ie ve me n t i n
re a d in g a n d ma t h e ma t ics b y s c h o o l t y p e ( p u b l i c , C a t h o l i c , n o n -
s e c t a ri a n p r i v a t e , a n d o t h e r p r i v a t e r e l i g i o u s s c h o o l s ) ; b y
l o c a t i o n (u rb a n , s u b u rb a n , a n d r u r a l c o mmu n it ie s ); a n d b y
background c h a r a c t e r i s t i c s o f s t u d e n t s .
An e a r l i e r s t u d y a n a ly z e d d a t a f r o m t h e 1 9 8 8 N a t i o n a l
E d u ca tio n L o n g i t u d i n a l S t u d y (NEL S:8 8 ) t o i d e n t i f y d e p e n d e n t
21. 9
v a r i a b l e s w i t h h i g h z e r o - o r d e r c o r r e l a t i o n s b e twe e n b e h a v i o rs
and s e l e c t e d in d e p e n d e n t s c h o o l v a r i a b l e s a s p r e d i c t o r s o f
st u d e n t s p r o b l e m b e h a v io rs (We ish e w a n d Peng, 1 9 9 3 ) . F o r t h i s
stu d y, d a t a f r o m NELS:88 we re a n a ly z e d t o me a su re a s p e c t s o f
sch o o l v i o l e n c e p l u s s t u d e n t b a ckg ro u n d v a r i a b l e s re g re s s e d o n
c o n s o lid a t e d re a d i n g a n d ma t h e ma t ics s c o re s f r o m c o g n i t i v e t e s t s
a d min is t e re d d u r i n g t h e NELS:88 s t u d y . A c c o r d i n g t o e d u c a t i o n a l
in f o rma t io n , a s t u d e n t ' s r e a d i n g a b i l i t y i s t h o u g h t t o b e
g r e a t l y i n fl u e n c e d b y f a c t o r s o u t s i d e t h e s c h o o l s e t t i n g
(Re g io n a l L a b o ra t o ry , 1 9 9 5 ) . M a t h e m a t i c s a ch ie ve me n t i s
co n sid e re d t o b e a n i n d i c a t o r o f wh a t i s l e a r n e d i n s c h o o l
(USEd, NCES, C o n d i t i o n , 1 9 9 7 ) .
Purpose o f t h e S t u d y
The o u ro o se o f t h i s s t u d y w a s . t o a n a ly z e t h e r e l a t i o n s h i p
between s c h o o l v i o l e n c e a n d s t u d e n t a ch ie ve me n t i n r e a d i n a a n d
ma th e ma tics among e i g h t h g ra d e rs . S t u d e n t s wh o e x h i b i t
d i s r u o t i v e a n d v i o l e n t b e h a v i o r p o se a d ile mma t o t h e e d u c a t io n
community. D e s p i t e numerous e f f o r t s o v e r a n u mb e r o f y e a rs ,
sch o o ls h a ve n o t e f f e c t i v e l y imp a c t e d t h e e d u c a t i o n a l a n d l i f e
outcomes f o r t h e s e s t u d e n t s . T h e i mp a c t o f r e c e n t r e f o r m
e f f o r t s seems t o h a ve b e e n l i m i t e d a n d n o t s y s t e m i c , p e r v a s i v e
o r co mp re h e n sive enough t o r e s u l t i n w i d e - s c a l e s u c c e s s
n e ce ssa ry f o r l a r g e p r o p o r t i o n s o f s t u d e n t s t o a c h i e v e
a c a d e mic a lly a n d b e i n t e r n a t i o n a l l y c o m p e t i t i v e (Jo h n so n , 1 9 9 7 ) .
On t h e p l u s s i d e , a n u mb e r o f p r o m i s i n g v i o l e n c e i n t e r v e n t i o n
and p r e v e n t i o n e f f o r t s h a ve b e e n r e p o r t e d (USGAO, 1 9 9 5 ) . O n t h e
o t h e r h a n d , b e t t e r me a su re s a r e needed t o i d e n t i f y c a u s a l
22. 10
r e l a t i o n s h i p s a n d t o s u g g e s t a d d i t i o n a l o p p o r t u n i t i e s f o r s c h o o l
v io le n c e p r e v e n t i o n a n d i n t e r v e n t i o n s t r a t e g i e s (USGAO, 1 9 9 5 ) .
There i s a d e a r t h o f r e s e a r c h o n t h e o v e r a l l e f f e c t i v e n e s s o f
v io le n c e p r e v e n t i o n e f f o r t s a n d t h e c o n n e c t io n t o s t u d e n t
a ch ie ve me n t. T h e o b j e c t i v e s o f t h i s r e s e a r c h we re t o p re s e n t a
d a t a -su p p o rt e d , s y s t e m a t i c a n d c o mp a ra t iv e schema t h a t sh e d s
l i g h t o n f a c t o r s r e l a t e d t o t h e i mp a c t o f s c h o o l v i o l e n c e o n
stu d e n t a ch ie ve me n t i n re a d i n g a n d ma t h e ma t ics; t o a d va n ce
knowledge r e g a r d i n g h o w p o lic y ma k e rs a n d p r a c t i t i o n e r s m i g h t
bes': c u r b t h e g ro w t h o f d i s r u p t i v e a n d v i o l e n t s t u d e n t b e h a v i o r
i n t h e s c h o o l s e t t i n g ; a n d t o c o n t r i b u t e u s e f u l i n f o r m a t i o n t o
the g e n e ra l b o d y o f e d u c a t io n re s e a rc h .
The f o c u s o f t h i s i n v e s t i g a t i o n wa s t o e xa min e t h e e x t e n t
of s c h o o l v i o l e n c e i n t h e n a t i o n ' s
.
s c h o o l s . T h e
a p p r o a c h
w a s
t o
a n a lyze e x i s t i n g d a t a o n t h e b e h a v i o r a n d a ch ie ve me n t
p e rfo rma n ce p a t t e r n s o f e i g h t h g ra d e s t u d e n t s d u r i n g 1988 i n
re a d in g a n d ma t h e ma t ics i n t e rms o f t h r e e s c h o o l v i o l e n c e
measures: p e r s o n a l b e h a v i o r; v i c t i m i z a t i o n ; a n d p e r c e p t i o n o f
v io le n c e .
S i g n i fi c a n c e o f t h e S t u d y
The s t u d y i s s i g n i fi c a n t b e ca u se : v i o l e n c e i s a n e s c a l a t i n g
p ro b le m i n A me ric a ; t h e r e i s a s c a r c i t y o f r e s e a r c h l i n k i n g
sch o o l v i o l e n c e i s s u e s t o s t u d e n t s a c a d e m i c a ch ie ve me n t ; a n d
most s c h o o l-b a s e d e f f o r t s o p e ra t e u n d e r t h e p re mis e t h a t
vio le h o e i s a l e a r n e d b e h a v i o r a n d t h e r e f o r e , t e n d t o f o c u s o n
d e vice s f o r i n c r e a s i n g s e c u r i t y r a t h e r t h a n o n a p p r o p r i a t e
su p p o rt f o r t h e e d u c a t i o n a l n e e d s o f s t u d e n t s . F o r t h e m a j o r i t y
23. 11
o f s t u d e n t s , t h e i m p o r t a n t i s s u e r a y b e l e s s o n e o f v i o l e n t
p e rso n a l a t t a c k a n d mo re o n e o f s t o l e n p r o p e r t y a n d t h r e a t s t h a t
c o l o r t h e i r p e r c e p t i o n s a n d in d u c e a n x i e t y a n d f e a r w h i l e i n
sch o o l (Ha n ke , 1 9 9 6 ) . H o w e v e r , w i t n e s s i n g a c t s o f v i o l e n c e , i n
a d d i t i o n t o b e i n g p e r s o n a l l y v i c t i m i z e d b y v i o l e n c e , c a n a l s o
cause s t u d e n t s t o b e f e a r f u l a n d a n x io u s , a f f e c t a s t u d e n t ' s
w i l l i n g h e s s t o a t t e n d s c h o o l, a n d imp a c t o n a s t u d e n t ' s a b i l i t y
to l e a r n a n d b e s o c i a l i z e d a t s c h o o l ( F l a n n e r y , 1 9 9 7 ) .
Data f r o m NELS:88, t h e b e s t a v a i l a b l e e x i s t i n g
co mo re h e n sive a n d r e p r e s e n t a t i v e s t u d e n t d a t a , w e r e u se d t o
a n a lyze a n d u n d e rs t a n d t h e c o n n e c t io n b e twe e n s c h o o l v i o l e n c e
and s t u d e n t a ch ie ve me n t . N E L S : 8 8 i s a s u r v e y o f s t u d e n t s
f o llo we d f r o m t h e e í g h t h g ra d e t o t h e e a r l y y e a r s o f c o l l e g e
(1988 t o 1 9 9 4 ), a u g me n te d b y p a re n t , s c h o o l a d m i n i s t r a t o r a n d
t e a ch e r s u r v e y s . T h e b a se y e a r s t u d e n t d a t a , g a t h e r e d d u r i n a
the 1 9 8 8 -8 9 s c h o o l y e a r , w e r e i n v e s t i g a t e d c r o s s - s e c t i o n a l l y f o r
t h i s s t u d y (USEd , NCES, G u id e , 1 9 9 4 ) . T h e r e s u l t s o f t h i s
i n v e s t i g a t i o n w i l l e n a b le e x a min a t io n o f c o lma = th e me s a n d
d l f f e re n c e s among a h l t y p e s o f s c h o o l s . T h e i n f o r m a t i o n w i l l
ehable e d u c a t o rs t o i n t e r p r e t , a n t i c í p a t e , a n d d e v e lo p e f f e c t i v e
sch o o l n o l i c y a n d p ro g ra ms f o r o p t i m a l t e a c h i n g a n d l e a r n i n g
w h i l e f a c e d w i t h s o l v i n g s c h o o l v i o l e n c e p ro b le ms .
Research Q u e st io n s
In su mma ry, t h e f o l l o w i n g re s e a rc h q u e s t i o n s we re e xa mín e d :
1. W h a t i s t h e n a t u r e o f v i o l e n c e i n s c h o o l s e t t i n g s i n u rb a n ,
suburban, a n d r u r a l co mmu n it ie s?
24. 12
a. W h a t a r e t h e mo st p r e v a l e n t t y p e s o f s c h o o l v i o l e n c e i n •
f o u r t y p e s o f s c h o o l s : p u b l i c , C a t h o l i c , n o n - s e c t a r i a n
p r i v a t e , a n d o t h e r p r i v a t e r e l i g i o u s s c h o o ls ?
Stu d e n ts d e s c ri b e d t h e d e g re e o f v i o l e n c e p ro b le ms i n
t h e i r s c h o o l s a s s e r i o u s , mo d e ra t e , m i n o r , a n d n o t a
p ro b le m f o r t h r e e sch o o l. v i o l e n c e me a su re s: p e r s o n a l
b e h a vio r, v i c t i m i z a t i o n , a n d p e r c e p t i o n o f v i o l e n c e .
b. W h a t a r e t h e p a t t e r n s o f s c h o o l v i o l e n c e among e i g h t h
g ra d e rs b y s t u d e n t b a ckg ro u n d c h a r a c t e r i s t i c s : s e x ,
r a c e / e t h n i c i t y , s o c i o -e c o n o mi c s t a t u s a u a r t i l e , a n d
f a m i l y in co me ; b y s c h o o l c h a r a c t e r i s t i c s : s c h o o l t y p e ,
sch o o l p o v e r t y i n d i c a t o r (p e rc. e n t o f s t u d e n t s
p a r t i c i p a t i n g i n a f r e e o r re d u ce d l u n c h p ro g ra m), a n d
v e rc e n t o f m i n o r i t y s t u d e n t s a t t e n d i n g a s c h o o l?
2.W h a t i s t h e r e l a t i o n s h i p o f d i f f e r e n t t y p e s o f s c h o o l
v io le n c e p ro b le ms t o s t u d e n t a ch ie ve me n t i n re a d i n g a n d
mazhemazics?
O rg a n iz a t io n o f t h e T h e s i s
As p r e v i o u s l y s t a t e d , t h i s re s e a rc h a n a ly z e d t h e
r e l a c i o n s h i p b e twe e n s c h o o l v i o l e n c e a n d s t u d e n t a ch ie ve me n t i n
re a d in g a n d ma t h e ma t ics among e i g h t h g ra d e rs i n 1 9 8 8 . C h a p t e r I
p ro v id e s b a ckg ro u n d i n f o r m a t i o n , e x p l o r e s s c h o o l v i o l e n c e
p ro b le ms a n d i s s u e s , s t a t e s t h e p u rp o se a n d s i g n i fi c a n c e o f t h e
stu d y, a n d p re s e n t s t h e re s e a rc h q u e s t io n s . C h a p t e r I I r e v i e w s
th e s c h o o l v i o l e n c e l i t e r a t u r e . C h a p t e r I I I p re s e n t s t h e
methods a n d p ro ce d u re s f o r t h e s t u d y . T h e r e s u l t s a n d
d i s c u s s i o n a r e p re s e n t e d i n Ch a p t e r I V . T h e su mma ry,
25. c o n c lu s io n s , i m p l i c a t i o n s , a n d re co mme n d a t io n s a r e d i s c u s s e d i n
Ch a n t e r y .
13
26. CHAPTER I I
REVIEW OF THE LITERATURE
14
The P re v a le n c e o f S c h o o l V i o l e n c e
The p e r v a s i v e n a t u r e a n d p ro b le ms o f s o c i e t a l c r i m e a n d
v io le n c e a n d t h e p u b l i c ' s c o n c e rn a b o u t t h e r e s u l t i n g i n v a s i o n
on t h e s c h o o l l e a r n i n g e n v iro n me n t vie re i n t r o d u c e d a n d re v ie we d
i n Ch a p t e r I .
Concern a b o u t t h e p re v a le n c e o f c r i m e a n d v i c t i m i z a t i o n
leadj.no t o s c h o o l v i o l e n c e , h a s p e rme a t e d t h e e d u c a t io n s y s t e m
sin ce t h e 1 9 5 0 s (Asmu sse n , 1 9 9 2 ). T h e 1974 Co n g re ss re sp o n d e d
t o t h e p e r s i s t e n t a n d i n c r e a s i n g p ro b le m o f s c h o o l v i o l e n c e b y
ra n d a t in g a n a t i o n a l s u r v e y o f t h e p re v a le n c e o f s c h o o l c r i m e ,
the f a c t o r s a s s o c i a t e d w i t h i t s p e r p e t r a t i o n , a n d t h e
e f e c c i v e n e s s o f e x i s t i n g me a su re s t o a m e l i o r a t e s t u d e n t
v i c t i m i z a t i o n . T h i s ma n d a te l e d t o t h e S a f e S ch o o ls S t u d y
(Na zio n a l i n s t i t u t e o f E d u c a t io n [ N ' E ] , 1 9 8 6 ) w h i c h showed
d i s t u r b i n c t r e n d s i n t h e n a t i o n ' s s c h o o l s ( F l a n n e r y , 1 9 9 7 ) .
The N I E r e p o r t re v e a l e d t h a t w h i l e t e e n a g e rs sp e n d u p t o
c n e -f o u rt h o f t h e i r wa k in g h o u rs a t s c h o o l , 4 0 p e r c e n t o f t h e
ro b b e rie s a n d 3 6 p e r c e n t o f p e rs o n a l a t t a c k s a g a i n s t t h e m
o ccu rre d a t s c h o o l (Ra p p , C a r r i n g t o n , a n d Nic h o ls o n , 1 9 8 6 ) . T h e
s i g n i fi c a n t e m o t i o n a l , e c o n o mic , a n d s o c i a l c o s t s o f s c h o o l
v io le n c e we re i l l u s t r a t e d b y t h e s u rv e y . F o r e xa mp le , s t u d e n t s
in j u n i o r h i g h s c h o o ls we re v i c t i m i z e d b y o t h e r s t u d e n t s a t
h ig h e r r a t e s t h a n h i g h s c h o o l s t u d e n t s , a n d a t h i r d o f j u n i o r
h ig h s t u d e n t s i n l a r g e c i t i e s s a i d t h e y a vo id e d p l a c e s a t s c h o o l
such a s t h e r e s t ro o m h e ca u se o f f e a r o f b e i n g v i c t i m i z e d b y a
27. 35
p e e r. I n c r e a s i n g n u mb e rs o f s t u d e n t s r e p o r t e d s t a y i n g home f r o m
sch o o l b e ca u se t h e y f e a r e d f o r t h e i r s a f e t y . M o r e t h a n 1 0 0 ,0 0 0
t e a ch e rs r e p o r t e d t h e y we re t h re a t e n e d w i t h p h y s i c a l h a rm, a n d
o ve r 5 , 0 0 0 t e a c h e r s r e p o r t e d b e in g p h y s i c a l l y a t t a c k e d e a ch
month. A t t a c k s o n t e a c h e rs we re much mo re l i k e l y t o r e s u l t i n
i n j u r y f o r t e a c h e rs co mp a re d t o a s s a u l t s b e twe e n s t u d e n t s
(Mo le s, 1 9 8 6 ; Ha n ke , 1 9 9 6 ; F l a n n e r y , 1 9 9 7 ) ,
The r e p o r t o f t h e S a f e S c h o o ls S t u d y d o cu me n te d t h e
s i g n i fi c a n t e c o n o mic c o s t s o f s c h o o l c r i m e a n d v i o l e n c e ,
e st ima t e d t o b e $200 m i l l i o n a n n u a l l y . B u r g l a r i e s we re r e p o r t e d
t o o c c u r fi v e t i m e s mo re o f t e n i n s c h o o l s t h a n i n b u s in e s s e s .
The a ve ra g e c o s t o f e a c h t h e f t wa s r e p o r t e d t o b e a b o u t $ 1 5 0 .
I n c id e n t s o f v a n d a l i s m we re a l s o h i g h e r t h a n e xp e ct e d , o c c u r r i n g
an a v e ra g e o f o n e t i m e p e r mo n th i n a a u a r t e r o f t h e s c h o o l s
su rve ye d ( F l a n n e r y , 1 9 9 7 ) . F r o m 1950 t o 1 9 7 5 , m i s b e h a v i o r i n
th e s c h o o l s e t t i n g s h i f t e d f r o m a c t s o f v i o l e n c e a g a i n s t
p ro p e rt y t o v i o l e n c e a g a i n s t p e rs o n s , a n d fi g h t s s h i f t e d f r o m
words t o weapons, w i t h so me time s l e t h a l o u tco me s ( R u b e l , 1 9 7 7 ;
Fla n n e ry, 1 9 9 7 ) .
The r e s u l t s o f t h e S a f e S ch o o ls S t u d y c r e a t e d c o n t in u e d
i n t e r e s t i n t h e n a t u r e a n d e x t e n t o f s c h o o l c r i m e a n d v i o l e n c e ,
th e i m p a c t o n t h e s c h o o l l e a r n i n g e n v iro n me n t , a n d t h e e co n o mic
and s o c i a l c o s t s ( F l a n n e r y , 1 9 9 7 ) , T h e co n se q u e n ce o f v i o l e n c e
and v i c t i m i z a t i o n f o r s t u d e n t s wh o r e p o r t e d h i g h l e v e l s o f f e a r
and c o n c e rn a b o u t t h e i r s a f e t y a n d s e c u r i t y p ro mp t e d s e v e r a l
e f f o r t s t o co mb a t s c h o o l c r i m e . T h e s e c o n c e rn s l e d t o t h e
28. 3
16
i n c l u s i o n o f q u e s t io n s a b o u t s c h o o l - r e l a t e d v i c t i m i z a t i o n i n t h e
annual N a t i o n a l Crime V i c t i m i z a t i o n S u rve y (NCV S ).
The fi r s t NCVS t h a t c o n t a in e d s c h o o l - r e l a t e d v i c t i m i z a t i o n
it e ms e xa min e d t h e p e r i o d o f t i m e f r o m 1974 t o 1 9 8 1 (To b y ,
Smith, a n d S mit h , 1 9 8 6 ; F l a n n e r y , 1 9 9 7 ). T h e d a t a showed t h a t
a lt h o u g h s c h o o l c r i m e a n d v i c t i m i z a t i o n we re r a p i d l y i n c re a s i n g ,
l e v e l s h a d re ma in e d f a i r l y c o n s t a n t d u r i n g t h e y e a r s e xa min e d .
The NCVS documented t h a t o v e r h a l f t h e c r i m i n a l i n c i d e n t s f o r
v i c t i m s r a n c i n g i n a g e f r o m 1 4 -1 7 o c c u rre d a t s c h o o l . A
s ic n : I fi c a n t n u mb e r o f y o u t h we re v i c t i m i z e d b y ro b b e ri e s ,
e xp e rie n ce d a g g ra va t e d a n d s i mp l e a s s a u l t s , a n d l a r c e n y a t
sch o o l (T o b y , e t a l . , 1 9 8 6 ). C o n t r a r y t o t h e NI E S a t e S ch o o ls
Survey, t h e NCVS f o u n d t h a t 4 0 -5 0 p e rc e n t o f v i c t i m i z a t i o n s
p e rp e t ra : e d i n s c h o o ls we re co mmit¿e d b y s t ra n g e r s ( F l a n n e r y ,
1997).
These fi n d i n g s l e d t o t h e c r e a t i o n o f a S ch o o l C ri me
Sunplement t o t h e NCVS. T h i s s u r v e y o f o v e r 1 0 , 0 0 0 y o u t h
ra n g in g i n a g e f r o m 1 2 -1 9 wh o a t t e n d e d s c h o o l d u r i n g t h e fi r s t
su x months o f t h e 1 9 8 8 -8 9 s c h o o l y e a r showed t h a t 9 p e rc e n t o f
stu d e n ts h a d been v i c t i m s o f c r i m e i n o r a ro u n d s c h o o l : 7
n e rce n t r e p o r t e d a t l e a s t o n e p r o p e r t y c r i m e a n d 2 p e rc e n t a
v i c l e n t c r i m e ( B a s t i a n a n d T a y l o r , 1 9 9 1 ). S t u d e n t s o v e r t h e a g e
o f 1 7 we re l e s s l i k e l y t o b e v i c t i m s o f c r i m e t h a n yo u n g e r
stu d e n ts, w i t h n i n t h g ra d e rs t h e mo st l i k e l y t o b e v i c t i m i z e d
and t w e l f t h g ra d e rs l e a s t l i k e l y t o b e v i c t i m i z e d compared t o
stu d e n ts i n o t h e r g ra d e s . T h e s u rv e y re v e a l e d t h a t 1 8 p e rc e n t
o f s t u d e n t s " so me t ime s" f e a r e d b e in g t h e v i c t i m o f a n a t t a c k ;
29. 17
younger s t u d e n t s r e p o r t e d mo re l i k e l y t o f e a r a n a t t a c k t h a n
o ld e r s t u d e n t s ; 1 6 p e rc e n t o f s t u d e n t s r e p o r t e d t h a t a t e a c h e r
had been t h re a t e n e d o r a t t a c k e d a t t h e i r s c h o o l ; 1 5 p e rc e n t o f
respondents r e p o r t e d t h a t g a n g s e x i s t e d i n t h e i r s c h o o l, 6
p e rce n t r e p o r t e d t h e y a vo id e d l o c a t i o n s i n t h e i r s c h o o l b e ca u se
th e y f e a re d a t t a c k , a n d 2 p e r c e n t s a i d t h e y h a d t a k e n a weapon
to s c h o o l t o p r o t e c t t h e mse lve s ( B a s t i a n a n d T a y l o r , 1 9 9 1 ;
Fla n n e ry, 1 9 9 7 ). T h e r e wa s l i t t l e d i f f e r e n c i n t h e r a t e o f
re p o rt e d c r i m e v i c t i m i z a t i o n a t s c h o o l f o r y o u t h r e s i d i n g i n
c e n t ra l c i t i e s ( 1 0 p e rc e n t ) t h a n i n su b u rb a n a re a s ( 9 p e rc e n t )
and r u r a l l o c a l e s ( 8 p e rc e n t ) ( B a s t i a n a n d T a y l o r , 1 9 9 1 ) . T h i s
su rve y wa s co n d u ct e d d u r i n g 1 9 8 8 -8 9 , t h e same s c h o o l y e a r t h e
Na t io n a l E d u c a t io n L o n g i t u d i n a l S t u d y (NEL S:8 8 ) w a s co n d u ct e d
and y i e l d e d fi n d i n g s t h a t a r e co mp a ra b le t o r e s u l t s i n a mo re
re ce n t S t u d e n t V i c t i m i z a t i o n a t S ch o o l r e p o r t . T h i s r e p o r t
p re se n te d i n f o r m a t i o n o n p e rs o n a l s t u d e n t v i c t i m i z a t i o n f r o m a
n a t io n a l s u r v e y o f s i x t h t h ro u g h t w e l f t h g ra d e s t u d e n t s
conducted i n t h e s p r i n g o f 1993 (USEd , NCES, V i c t i m i z a t i o n ,
1995).
In t h e S t u d e n t V i c t i m i z a t i o n a t S ch o o l r e p o r t , t h e
d e fi n i t i o n o f v i c t i m i z a t i o n wa s expanded b e yo n d t h e d i r e c t
p e rso n a l e x p e rie n c e o f t h r e a t s o r h a rm t o i n c l u d e kn o wle d g e o r
wit n e ss o f c r i m e i n c i d e n t s o r b u l l y i n g a t s c h o o l a n d showed t h a t
an e s t ima t e d 2 . 7 m i l l i o n v i o l e n t c r i m e s t a k e p l a c e a n n u a l l y
e i t h e r a t s c h o o l o r n e a r s c h o o ls . A b o u t o n e i n f o u r p u b l i c
sch o o l t e a c h e rs r a t e d p h y s i c a l c o n fl i c t s a mo n g s t u d e n t s a s b e in g
a s e r i o u s o r mo d e ra t e ly s e ri o u s p ro b le m i n t h e i r s c h o o ls ,
30. 18
in c lu d in g ro b b e ri e s , t h e f t s , a n d v a n d a lis m. G u n s a n d weapons i n
the s c h o o l s e t t i n g p ro v i d e a n o t h e r k e y a s p e c t o f t h e d e s c r i p t i v e
p r o fi l e o f s c h o o l v i o l e n c e i s s u e s .
Du rin g 1 9 8 8 -8 9 , t h e N a t i o n a l C e n t e r f o r S ch o o l S a f e t y
conducted a n o v e rv i e w o f s c h o o ls a n d r e p o r t e d t h a t 2 8 , 2 0 0
stu d e n ts a n d 5 , 2 0 0 t e a c h e rs we re p h y s i c a l l y a t t a c k e d i n s c h o o ls
each mo n th , a n d 1 9 p e rc e n t o f t h e s e v i c t i m s r e q u i r e d
h o s p i t a l i z a t i o n (Greenbaum a n d Tu rn e r, 1 9 8 9 ) . T h i s o v e rv i e w o f
sch o o ls wa s imp le me n t e d d u r i n g t h e same s c h o o l y e a r t h e NELS:88
stu d y wa s co n d u ct e d . M o r e r e c e n t l y , g r o w i n g n u mb e rs o f s t u d e n t s
and t e a c h e rs r e p o r t e d t h e y a r e s e r i o u s l y co n ce rn e d f o r t h e i r
s a e t y a t s c h o o l ( H r a n i t z a n d Eddowes, 1 9 9 0 ; O ' Co n n o r, 1 9 9 3 ;
Ascher, 1 9 9 4 ; L a rs o n , 1 9 9 4 ; J a c k s o n , 1 9 9 5 ; G i l b e r t , 1 9 9 6 ; K n o x,
1997).
The N a t i o n a l A d o le sce n t S t u d e n t H e a l t h S u rv e y (A me ric a n
School H e a l t h A s s o c i a t i o n [ASHA], 1 9 8 9 ) o f o v e r 1 1 , 0 0 0 e i g h t h
and t e n t h g ra d e s t u d e n t s d u r i n g 1 9 8 8 -8 9 sh o we d t h a t n e a r l y 4 0
o e rce n t o f s t u d e n t s h a d been i n a p h y s i c a l fi g h t a t s c h o o l ( o r
on t h e b u s t o o r f r o m s c h o o l) i n t h e p a s t y e a r , 3 4 p e rc e n t
re p o rt e d t h a t someone h a d t h re a t e n e d t o h u r t t h e m a t s c h o o l, a n d
13 p e rc e n t r e p o r t e d b e in g a t t a c k e d a t s c h o o l . T h i s s u rv e y ,
conducted t h e same y e a r a s NELS:88, sh o we d t h a t s t u d e n t s ' f e a r
o f v i c t i m i z a t i o n wa s s i g n i fi c a n t : 2 2 p e rc e n t o f s t u d e n t s
re p o rt e d c a r r y i n g a k n i f e o r some o t h e r weapon s u c h a s a g u n t o
school t h e p a s t y e a r . A n a l y s i s o f t h e 1993 N a t i o h a l Ho u se h o ld
Ed u ca tio n S u rv e y a r e co n g ru e n t w i t h t r e n d s o f t h e ASHA S u rve y,
showing t h a t h a l f o f s t u d e n t s i n g ra d e s 6 -1 2 w i t n e s s e d some t y p e
31. o f c r i m e o r v i c t i m i z a t i o n a t s c h o o l , a n d a b o u t 1 i n 8 r e p o r t e d
b e in g d i r e c t l y v i c t i m i z e d a t s c h o o l ( N o l i n , D a v i e s , a n d
Ch a n d le r, 1 9 9 6 ) . S t u d e n t s b r i n g i n g g u n s o r o t h e r weapons t o
sch o o l i s t h e s c h o o l v i o l e n c e i s s u e c u r r e n t l y r e c e i v i n g t h e
g re a t e s t p u b l i c a t t e n t i o n a n d co n ce rn ( S m i t h , 1 9 9 0 ; O ' Co n n o r,
1993; S t e p h e n s, G a n g s, 1 9 9 4 ; T a l l e y a n d Wa lz, 1 9 9 6 ; J u s t i c e ,
1996). We a p o n s i n s c h o o ls a r e a r e fl e c t i o n o f t h e i r e a s y a cce ss
in t h e co n ,,Ju n ity, p re s e n c e i n many homes, a n d t h e a p p a re n t
wid e sp re a d a t t i t u d e i n A me rica n s o c i e t y t h a t v i o l e n c e i s a n
e f f e c t i v e wa y t o s o l v e p ro b le ms ( B u t t e r fi e l d a n d T u rn e r, 1 9 8 9 ;
ro rl a n d , 1 9 9 2 7 K a c h u r, 1 9 9 4 ; Ha n n a a n d Ma d d a le n a , 1 9 9 5 ) .
V a rio u s me th o d s h a ve b e e n t r i e d t o p re v e n t l e t h a l weapons f r o m
comino i n t o s c h o o l s .
S t a t i o n a ry me t a l d e t e c t o r s a n d ra n d o m se a rch e s w i t h h a n d -
h e ld d e t e c t o r s a r e conadonplace i n some s c h o o l b u i l d i n g s .
L o ckin g a n d c h a i n i n g e n t ra n c e d o o rs , h i r i n g s e c u r i t y p a t r o l s ,
se a rch in g s t u d e n t b o o kb a g s a n d l o c k e r s a r e o t h e r me th o d s some
a d m i n i s t r a t o r s e mp lo y t o b a r weapons f r o m s c h o o ls (USEd , NCES,
Crime , 1 9 9 7 ) . T h e r e i s n o s y s t e m a t i c e v id e n c e o n t h e b e n e fi t s
o f a n y o f t h e s e a p p ro a ch e s, a n d e a ch h a s c e r t a i n s h o rt c o min g s .
Me t a l d e t e c t o r s h a ve p ro v e n e s p e c i a l l y c o n t r o v e r s i a l . W h i l e
th e y a r e r e l a t i v e l y e a sy t o i n s t a l l , r e q u i r e l i t t l e t r a i n i n g o f
sch o o l p e rs o n n e l, a n d a re e f f e c t i v e i n d e t e c t i n g weapons, m e t a l
d e t e c t o rs a r e se e n b y some a s — a n i n v a s i o n o f p r i v a c y , a l o g j a m
to s c h o o l e n t r y , a n d c r e a t i n g a f o r t r e s s ma k in g s c h o o l s mo re
l i k e p r i s o n s (USEd , NCES, C r i m e , 1 9 9 7 ) . F u r t h e r , l o c k i n g d o o rs
can become a fi r e e x i t o b s t a c l e w h i l e s e a rc h e s a n d p a t r o l s a r e
19
32. 20
e xp e n sive a n d t i m e co n su min g ( B u t t e r fi e l d a n d T u rn e r, 1 9 8 9 ;
Ce p e rle y a n d Simo n , 1 9 9 4 ; We ise n b u rg e r, e t a l . , 1 9 9 5 ; U S E d ,
NCES, C r i m e , 1 9 9 7 ) . O v e r a l l , s t r a t e g i e s t o ke e p weapons o u t o f
sch o o ls h a ve n o t b e e n t e s t e d o n a s y s t e ma t i c b a s i s . M o s t o f
these a p p ro a ch e s a t t e mp t t o c o n t r o l s t u d e n t a c t i o n s r a t h e r t h a n
the f a c t o r s c o n t r i b u t i n g t o d i s r u p t i v e b e h a v io r. W h i l e
c o n t r o l l i n g s t u d e n t a c t i o n s may b e i m p o r t a n t i n a t t e mp t i n g t o
s t a b i l i z e t h re a t e n i n g s i t u a t i o n s , s u c h s t r a t e g i e s a r e l e s s
e f f e c t i v e i n i mp a c t i n g t h e wa ys s c h o o l s engage s t u d e n t s mo re
f u : 1 y i n a ca d e mic p u r s u i t s . T h e r e n e e d s t o b e a c l o s e
co n n e ct io n b e twe e n t e a c h in g , l e a r n i n g , a n d s c h o o l s e c u r i t y
e f f o r t s . F i g h t s a n d o t h e r a s s a u l t s among s t u d e n t s a r e o t h e r
imp o rt a n t a s p e c t s o f s c h o o l v i o l e n c e .
The n a t u r e a n d i n t e n s i t y o f s c h o o l fi g h t s a n d a s s a u l t s a r e
becoming mo re v i o l e n t w i t h t h e u se o f weanons. S t u d e n t s ma y
b r i n g weapons t o s c h o o l f o r v a r i o u s re a s o n s : t o sh o w o f f , a s
p ro t e c t i o n , t o h o l d t h e m f o r o t h e rs , a n d f o r p e rs o n a l a g g re s s iv e
purposes t h a t so me time s i n v o l v e s g a n g s a n d i l l e g a l d ru g
a c t i v i t i e s (K n o x , 1 9 9 7 ). A l t h o u g h k n i v e s a r e t h e mo st common
weapon b ro u g h t t o s c h o o l, i n c r e a s i n g l y p o w e rf u l fi r e a r m s a r e
a ls o r e a d i l y a v a i l a b l e t o s t u d e n t s ( O f fi c e o f J u v e n i l e J u s t i c e
and De lin q u e n c y P re v e n t io n , 1 9 8 9 ; P r o t h r o w - S t i t h a n d Weisman,
1991; S t e p h e n s, S t r a t e g i e s , 1 9 9 4 ; USEd, NCES, S t a t u s , 1 9 9 7 ).
Surveys c o n s i s t e n t l y sh o w t h a t t h e p r i m a r y re a so n s t u d e n t s c a r r y
a weapon t o s c h o o l i s f o r p r o t e c t i o n r a t h e r t h a n w i t h t h e i n t e n t
to p e r p e t r a t e h a rm o n someone e l s e (S h e l e y a n d Wri g h t , 1 9 9 3 ;
Fla n n e ry, 1 9 9 7 ).
33. „"3
21
The 1 9 9 4 -9 5 Y o u t h R i s k B e h a v io r S u rv e y b y t h e Ce n t e rs f o r
Disease C o n t r o l (CDC) a n d P re v e n t io n i s a l s o c o n s i s t e n t w i t h t h e
ASHA s u r v e y (1 9 9 5 , HHS, CDC). T h e CDC f o u n d t h a t a l mo s t 1 o f
e ve ry 2 0 h i g h s c h o o l s t u d e n t s ( 4 . 4 p e rc e n t ) s a i d t h e y misse d a t
le a s t o n e s c h o o l d a y b e ca u se t h e y d i d n o t f e e l s a f e a t o r o n t h e
way t o o r f r o m s c h o o l. Y o u n g e r , r a t h e r t h a n o l d e r s t u d e n t s we re
more l i k e l y t o m i s s a d a y b e ca u se o f f e a r f o r t h e i r s a f e t y .
Almo st 2 3 p e rc e n t ( 1 8 p e rc e n t o f b o y s a n d 5 p e rc e n t o f g i r l s )
re p o rt e d c a r r y i n g a weapon t e s c h o o l a t l e a s t o n ce d u r i n g t h e 3 0
days p re c e d in g t h e s u rv e y , a n d 7 p e r c e n t s a i d t h e y h a d been
th re a te n e d o r i n j u r e d w i t h a weapon a t s c h o o l d u r i n g t h e p a s t
ye a r. S i x t e e n p e rc e n t s a i d t h e y h a d been i n a p h y s i c a l fi g h t i n
the p a s t y e a r, a n d a lmo s t o n e - t h i r d s a i d t h e y h a d p r o p e r t y su ch
as b o o ks, c l o t h i n g , o r a v e h i c l e d e l i b e r a t e l y damaged o r s t o l e n
d u rin o t h e p a s t y e a r (F l a n n e ry , 1 9 9 7 ).
The l i n k a g e s b e twe e n v i o l e n t a n d d i s r u p t i v e b e h a v i o r a n d
peor s o c i a l a d ju s t me n t h a ve b e e n w e l l - e s t a b l i s h e d (P a t t e rs o n ,
1982; K a z d in , 1 9 8 7 ; P l o m i n a n d Rowe, 1 9 9 0 ; P o lo n d , 1 9 9 4 ;
Reasoner, 1 9 9 5 ; T a l l e y a n d Wa lz, 1 9 9 6 ) . H o w e v e r , l i m i t e d
in f o rma t io n wa s f o u n d o n c o n n e c t io n s b e twe e n s c h o o l v i o l e n c e a n d
stu d e n t a ch ie ve me n t . U n t i l mo re e m p i r i c a l e v id e n c e i s known
about t h i s c r i t i c a l a re a , e d u c a t o rs a r e n o t l i k e l y t o a c h ie v e
the b ro a d g o a ls o f a ca d e mic e x c e l l e n c e w i t h o u t a d d re s s in g t h e
g ro win g l e v e l o f d i s r u p t i v e a n d v i o l e n t s t u d e n t b e h a v io r. A s
st a t e d p r e v i o u s l y , l e a r n i n g ca n n o t t a k e p l a c e i n a n a tmo sp h e re
of v i o l e n c e , f e a r , a n d i n t i m i d a t i o n ( C r a i g , 1 9 9 2 ; R i l e y , 1 9 9 3 ;
USEd, NCES, G o a l s , 1 9 9 3 ; Re g io n a l L a b o ra t o ry f o r E d u c a t io n a l
34. 22
Improvement, 1 9 9 5 ; S h a n ke r, 1 9 9 5 ) . T h e n u mb e rs a n d i s s u e s a s
w e l l a s t h e l o s s o f human p o t e n t i a l a n d fi s c a l c o s t s a s s o c i a t e d
w i t h t h e co n se q u e n ce s o f s c h o o l v i o l e n c e a h l ma ke t h e c a s e
su p p o rt in g t h e n e e d f o r e f f e c t i v e s t r a t e g i e s t o a d d re s s s c h o o l
v io le n c e i s s u e s .
Re la t e d A re a s o f Re se a rch
Oth e r s u r v e y r e s u l t s s u g g e s t t h a t s c h o o l v i o l e n c e i s n o t a
u n ia u e ly u rb a n p ro b le m. A N a t i o n a l League o f C i t i e s s t u d y
(1994) f o u n d t h a t 3 8 p e r c e n t o f 7 0 0 re s p o n d in g c i t i e s r e p o r t e d
o b se rva b le i n c re a s e s i n v i o l e n c e i n t h e i r s c h o o l s o v e r t h e
pre-Jious fi v e y e a r s . O n l y 1 1 p e r c e n t r e p o r t e d t h a t s c h o o l
v io le n c e wa s n o t a p ro b le m i n t h e i r c o mmu n it ie s ( F l a n n e r y ,
1997). N e a r l y t w o - t h i r d s o f t h e c i t i e s re s p o n d in g h a d f e w e r
than 57.),000 r e s i d e n t s a n d a l mo s t h a l f we re l o c a t e d i n su b u rb a n
a re a s. W h i l e t h e o v e r a l l l e v e l o f s c h o o l v i o l e n c e wa s h i g h e s t
f o r u rb a n d i s t r i c t s , n e a r l y o n e - t h i r d o f re s p o n d e n t s i n a h l
typ e s o f j u r i s d i c t i o n s ( c e n t r a l c i t y , s u b u rb a n , n o n -
me t ro p o lit a n , o r r u r a l r e p o r t e d i n c re a s e s i n s c h o o l v i o l e n c e
(Fla n n e ry, 1 9 9 7 ) .
Re s u lt s f r o m a s u r v e y b y t h e N a t i o n a l S c h o o l B o a rd s
A s s o c ia t io n (1 9 9 3 ) sh o we d t h a t mo re t h a n 8 0 p e r c e n t o f s c h o o l
d i s t r i c t s r e p o r t e d t h a t s c h o o l v i o l e n c e h a d i n c re a s e d co mp a re d
to t h e p r e v i o u s fi v e y e a r s . T h e mo s t f r e q u e n t l y r e p o r t e d t y p e
o f s c h o o l v i o l e n c e wa s a s s a u l t , o c c u r r i n g i n 7 8 p e r c e n t o f t h e
re sp o n d in g d i s t r i c t s . S c h o o l s a l s o r e p o r t e d a n i n c r e a s e i n t h e
number o f s t u d e n t s b r i n g i n g weapons t o s c h o o l s ( 6 1 p e r c e n t ) ,
i n c i d e n t s o f s t u d e n t a s s a u l t s o n t e a c h e rs ( 2 8 p e r c e n t ) ,
35. 35
23
sh o o tin g s o r k n i fi n g s ( 1 3 p e r c e n t ) , d r i v e - b y s h o o t i n g s ( 9
p e rc e n t ), a n d o n -ca mp u s ra p e s ( 7 p e rc e n t ). P r o b l e m s we re n o t
l i m i t e d t o u rb a n s c h o o l d i s t r i c t s , b u t o c c u r r e d w i t h i n c r e a s i n g
fre q u e n cy d u r i n g t h e p r e v i o u s fi v e y e a r s i n su b u rb a n a n d r u r a l
sch o o ls a s w e l l (Ro ssma n a n d Mo rl e y , 1 9 9 6 ; F l a n n e r y , 1 9 9 7 ) .
These fi n d i n g s a r e s u p p o rt e d b y t h e s h o c k in g s c h o o l s h o o t i n g
e ve n ts b y ma le s t u d e n t s d u r i n g t h e 1 9 9 7 -9 8 s c h o o l y e a r i n
subUrban P e a r l , M i s s i s s i p p i , a n d r u r a l Paducah, K e n t u c k y , a n d
Jonesboro, A rk a n s a s . I t wa s p r e v i o u s l y t h o u g h t t h a t s u c h
v io le n c e a n d h a rm o n l y happened i n i n n e r - c i t y u rb a n c o mmu n it ie s .
Evidence o f t h e imp o rt a n c e o f d i s r u p t i v e a n d v i o l e n t
s u d e n : b e h a v i o r ca n b e g le a n e d f r o m re s e a rc h o n t h e n a t u r e o f
sch o o l v i o l e n c e , i n c l u d i n g t h e p r e v a l e n t t y p e s o f d i s r u p t i v e
b e h a vio r i n t h e s c h o o l s e t t i n g a n d 'the p a t t e r n s o f a n t i s o c i a l
sch o o l b e h a v i o r. H o w e v e r , e v i d e n c e o f t h e c o n n e c t i o n b e twe e n
sch o o l v i o l e n c e a n d s t u d e n t s a c a d e m i e a ch ie ve me n t i s n e e d e d .
The l i t e r a t u r e r e v i e w y i e l d e d re s e a rc h fi n d i n g s t h a t r e l a t e t o
the q u e s t io n s f o r t h i s s t u d y a n d re v e a le d a d e s c r i p t i v e p r o fi l e
o f s c h o o l v i o l e n c e i s s u e s s u c h a s s t u d e n t s ' p e r s o n a l b e h a v i o r;
v i c t i m i z a t i o n , t h e d i r e c t p e rs o n a l e x r e r i e n c e o f t h r e a t s o r
harm; a n d s t u d e n t s ' p e r c e p t i o n s o f s c h o o l v i o l e n c e a s a p ro b le m.
A summary o f p r i m a r y fi n d i n g s r e g a r d i n g v i o l e n c e i n s c h o o ls
re ve a le d t h e f o l l o w i n g i n f o r m a t i o n : N a t i o n w i d e , 4 4 p e r c e n t o f
t e a ch e rs r e p o r t e d i n 1 9 9 1 t h a t s t u d e n t mi s b e h a v i o r i n t e r f e r e d
s u b s t a n t i a l l y w i t h t h e i r t e a c h i n g . S e v e n p e rc e n t o f t e a c h e rs
re p o rt e d b e in g p h y s i c a l l y a t t a c k e d ( M a n s fi e l d , e t a l . , 1 9 9 1 ) .
L i f e t i m e p re v a le n c e o f t e a c h e r v i e t i m i z a t i o n b y p h y s i c a l a t t a c k
36. 36
24
i s mo re t h a n t h r e e t i m e s h i g h e r (1 0 p e rc e n t v e r s u s t h r e e p e rc e n t
i n s c h o o ls w i t h 4 1 p e rc e n t o r mo re o f s t u d e n t s r e c e i v i n g f r e e o r
reduced l u n c h t h a n i n s c h o o ls i n wh ic h 1 0 p e r c e n t o r l e s s o f
stu d e n ts r e c e i v e f r e e o r re d u ce d lu n c h . T e n p e rc e n t o f t e a c h e rs
re p o rt e d t h a t t h e y h a d been v e r b a l l y a b u se d b y a s t u d e n t i n a
one we e k p e r i o d (Ma n s fi e l d , e t a l . , 1 9 9 1 ). E l e v e n p e rc e n t o f
stu d e n ts a n d 1 2 p e rc e n t o f t e a c h e rs r e p o r t e d a p e t t y t h e f t o f
t h e i r p o sse ssio n s o v e r a o n e mo n th p e r i o d ( N a t i o n a l I n s t i t u t e o f
Ed u ca tio n , 1 9 8 6 ) . N i n e p e rc e n t o f y o u t h a g e s 1 2 t o 1 9 r e p o r t e d
b e in g t h e v i c t i m o f o n e o r mo re c ri me s i n o r a ro u n d s c h o o l. T w o
p e rce n t o f s t u d e n t s r e p o r t e d
.
t h e y w e r e
t h e
v i c t i m
o f
v i o l e n c
e
E a s a n a n d T a y l o r , 1 9 9 1 ). P o s s e s s i o n o f weapons, fi g h t s a n d
c t h e r a s s a u l t s among s t u d e n t s a r e o t h e r i m p o r t a n t a s p e c t s o f
sch o o l v i o l e n c e .
Fo llo win g i s a summary o f t h e p r i m a r y fi n d i n g s a s s o c i a t e d
w i t h weanons, fi g h t i n g , a n d o t h e r a s s a u l t s a t s c h o o l : I n t h e
Na t io n a l C ri me V i c t i m i z a t i o n S u rve y mo re ma le s ( 3 p e rc e n t ) t h a n
females ( 1 p e rc e n t ) r e p o r t e d h a v in g t a k e n a weapon t o s c h o o l
(B a st ia n a n d T a y l o r , 1 9 9 1 ). A t l e a s t 7 1 p e rso n s we re k i l l e d
w l t h g u n s a t s c h o o ls d u r i n g t h e p e r i o d 1 9 8 6 -9 0 ( S m i t h , 1 9 9 0 ).
S i x t y - e i g h t p e rc e n t o f o f fi c i a l s f r o m u rb a n , s u b u rb a n , a n d r u r a l
p o l i c e d e p a rt me n t s r e p o r t e d t h a t a s m a l l n u mb e r o f s t u d e n t s
c a r r y weapons s u c h a s handguns o r k n i v e s t o s c h o o l ( H a r r i s ,
1995). T w e n t y - s e v e n p e rc e n t o f s t u d e n t s r e p o r t e d t h a t mo st
v i o l e n t i n c i d e n t s t a k e p l a c e o n t h e s c h o o l g ro u n d s ; 1 5 p e rc e n t
re p o rt e d i n c i d e n t s o c c u r i n t h e s c h o o l n e ig h b o rh o o d ; a n d e i g h t
p e rce n t s a i d mo st a c t s o f v i o l e n c e o c c u r i n s c h o o l b u i l d i n g s
37. 25
( H a r r i s , 1 9 9 5 ) . M o s t t e a c h e rs a n d s t u d e n t s b e l i e v e t h a t when
v io le n c e t a k e s p l a c e i n t h e s c h o o l b u i l d i n g i t g e n e r a l l y o c c u rs
i n p u b l i c a r e a s — h a l l w a y s a n d s t a i r c a s e s we re mo s t f r e q u e n t l y
me n tio n e d b y ( 6 4 p e r c e n t o f t e a c h e rs a n d 5 5 p e r c e n t o f
s t u d e n t s ). H o w e v e r , 2 7 p e rc e n t o f s t u d e n t s r e p o r t e d t h a t a
s i g n i fi c a n t p o r t i o n o f i n c i d e n t s o c c u r i n mo re h id d e n a re a s s u c h
as b o y ' s a n d g í r l ' s r e s t ro o ms a n d l o c k e r ro o ms, w h e r e t e a c h e rs
a re l e s s l i k e l y t o s e e i n c i d e n t s fi r s t h a n d . O n l y t w o p e rc e n t o f
t e a ch e rs me n t io n e d l o c k e r ro o ms. S t u d e n t s mo re t h a n t e a c h e rs
b e l i e v e t h a t i n c i d e n t s a r e mo re l i k e l y t o t a k e p l a c e i n
cla ssro o ms ( 2 4 p e r c e n t o f s t u d e n t s v e r s u s 1 2 p e r c e n t o f t e a c h e rs
(H a rri s , 1 9 9 5 ) .
The v a s t m a j o r i t y o f u rb a n , s u b u rb a n , a n d r u r a l p u b l i c
sch o o l t e a c h e r s ( 9 8 p e rc e n t ) h a v e n e v e r c a r r i e d a weapon t o
sch o o l. T h o s e t e a c h e rs who h a ve t a k e n some f o r m o f p r e c a u t i o n
most f r e q u e n t l y c a r r y mace ( 4 4 p e rc e n t ) f o r s e l f d e f e n se
(H a rri s , 1 9 9 5 ). E l e v e n p e rc e n t o f p u b l i c s c h o o l t e a c h e rs h a ve
been v i c e i m s o f a c t s o f v i o l e n c e t h a t o c c u r r e d i n o r a ro u n d
sch o o ls. M o s t o f t h e i n c i d e n t s i n v o l v e d s t u d e n t s ( 9 5 p e r c e n t ) .
S ixt e e n p e rc e n t o f t e a c h e rs i n s c h o o l s w i t h a l l o r many m i n o r i t y
st u d e n t s h a ve b e e n v i c t i m s o f c r i m e s i n o r a ro u n d t h e i r s c h o o l
(H a rri s , 1 9 9 5 ). S t u d e n t s , m o re f r e q u e n t l y a r e v i c t i m s o f s c h o o l
v i o l e n c e ( 2 3 p e r c e n t ) , a n d among s t u d e n t s w i t h g e n e r a l l y p o o r
grades, ( m o s t l y C ' s , D ' s a n d F ' s ) , t h e i n c i d e n c e i s h i g h e r ( 3 9
p e rce n t ). T h i s h o l d s t r u e f o r s t u d e n t s i n a l l r e g i o n s o f t h e
n a t io n , g r a d e l e v e l s , a n d u rb a n , s u b u rb a n , a n d r u r a l s c h o o l
l o c a t i o n s . H o w e v e r , b o y s a r e t w i c e a s l i k e l y a s g i r l s t o b e
37
38. 38
26
v i c t i m s o f s c h o o l v i o l e n c e ( 3 0 p e rc e n t co mp a re d w i t h 1 6 p e rc e n t )
(H a rri s , 1 9 9 5 ) . U s e o f a l c o h o l a n d d ru g s b y s t u d e n t s i s a n o t h e r
d ime n sio n o f s c h o o l v i o l e n c e .
Ah l s t u d e n t s a r e p o t e n t i a l l y a t r i s k f o r a l c o h o l a n d d ru g
use g i v e n t h e wid e s p re a d a v a i l a b i l i t y o f a l c o h o l , l e g a l a n d
i l l e g a l d ru g s . S e v e n t y p e rc e n t o f p u b l i c s c h o o l s t u d e n t s
and 5 2 p e r c e n t o f p r i v a t e s c h o o l s t u d e n t s r e p o r t e d t h a t d ru g s
a re a v a i l a b l e a t t h e i r s c h o o l ( B a s t i a n a n d T a y l o r , 1 9 9 1 ) .
Ne a rlv 1 3 p e r c e n t o f e i g h t h -g ra d e rs , 2 3 p e r c e n t o f t e n t h -
g ra d e rs, a n d 3 0 p e rc e n t o f t w e l f t h - g r a d e r s h a d fi v e o r mo re
d r i n k s i n a r o w i n a t wo -we e k p e r i o d d u r i n g t h e 1 9 9 0 -9 1 s c h o o l
ye a r (J o h n s o n e t a l . , 1 9 9 2 ). R e s e a r c h fi n d i n g s d r a w h e a v i l y o n
the w o r k o f Ha wkin s a n d h i s c o l l e a g u e s (1 9 9 2 ) w h i c h c a t e g o ri z e s
p s v c h o lo p ic a l, f a m i l y , a n d s c h o o l f
.
a c t o r s i n
r e l a t i o n s h i p
t o
a d o le sce n t u s e o f a l c o h o l a n d d ru g S . I n su mma ry:
I n d i v i d u a l p s y c h o l o g i c a l a n d i n t e r t e r s o n a l f a c t o rs —
These i n c l u d e n e e d in g t h e a p p ro v a l o f o t h e r s ; l e t t i n g
o t h e rs make o n e ' s d e c i s i o n s ; b e i n g u n a s s e r t i v e ; h a v i n g
lo w s e l f - c o n fi d e n c e ; s h o w i n g e a r l y a g g re s s iv e o r
a n t i s o c i a l b e h a v i o r; l o w conmdtment t o s c h o o l ; a n d p o o r
sch o o l p e rf o rma n ce . O n e o f t h e s t r o n g e s t p r e d i c t o r s o f
d ru g u se b y t e e n s i s a s s o c i a t i o n w i t h d ru g -u s i n g p e e rs ,
as w e l l a s t h e i r a t t i t u d e t o w a rd d ru g s . B e g i n n i n g i n
th e l a t e e le me n t a ry g ra d e s, a c a d e mic f a i l u r e i n c re a s e s
th e r i s k o f b o t h d ru g u se a n d d e lin q u e n c y . C o n v e r s e l y ,
some o f t h e p r o t e c t i v e f a c t o r s t h a t a p p e a r t o b o l s t e r a
c h i l d ' s r e s i s t a n c e t o d ru g u s e a r e s e l f - c o n fi d e n c e ,
1
39. s t ro n g s o c i a l co mp e t e n cie s, p e e r s wh o v a l u e
a ch ie ve me n t, r e s p o n s i b l e b e h a v i o r, a n d c l e a r a d u l t
s u p e rv is io n (A s c h e r, 1 9 9 4 ) .
27
2. F a m i l v f a c t o rs — To le ra n c e o f a l c o h o l a n d d ru g a b u se b y
p a re n t s a n d o l d e r s i b l i n g s c a n b e compounded b y a
f a m i l y h i s t o r y o f a l c o h o l i s m , d r u g u s e , o r me n t a l
i l l n e s s , a n d p o o r f a m i l y management a n d p a re n t i n g
s k i l l s . I t i s c l e a r , h o we v e r, t h a t p a re n t s wh o a r e
c o n s id e ra t e a n d s u p p o rt i v e , y e t fi r m i n t h e i r b e l i e f s ,
seem t o p r o t e c t t h e i r a d o le s c e n t s f r o m d ru g u s e
(Baumrind, 1 9 9 1 ; Ha b e rma n , 1 9 9 4 ) .
3. S c h o o l f a c t o rs — S ch o o ls i n fl u e n c e y o u t h i n v a r i o u s wa ys
such a s s h a p in g t h e i r d a i l y a c t i v i t i e s , w i t h whom t h e y
i n t e r a c t , a n d t h e i r s e l f c o n c e p t s . W i t h t r a n s i t i o n t e
mid d le , j u n i o r a n d s e n i o r h i g h s c h o o l , y o u t h e n t e r
p r o g r e s s i v e l y l e s s p r o t e c t e d s c h o o l e n v iro n me n t s
(O f fi c e o f T e c h n i c a l A s s i s t a n c e , 1 9 9 1 ; Ha n n a a n d
Maddalena, 1 9 9 5 ) . S c h o o l s c a n co mp e n sa te f o r t h i s
i n s t a b i l i t y b y g u i d i n g a n d s u p p o rt i n g s t u d e n t s d a i l y
s o c i a l , r e c r e a t i o n a l , a n d e d u c a t i o n a l a c t i v i t i e s ;
imp ro v in g t h e i r s e l f - c o n c e p t b y r e c o g n i z i n g a v a r i e t y
o f s t u d e n t a cco mp lish me n t s; a n d b y f a c i l i t a t i n g a
v a r i e t y o f s t u d e n t g ro u p in g s a n d i n t e r a c t i o n s (B e n a rd ,
1992; H a r r i s , 1 9 9 5 ). S t u d e n t s wh o l i k e s c h o o l a n d h a ve
a c l o s e r e l a t i o n s h i p w i t h t e a c h e rs a r e mo re l i k e l y t o
a cce p t a n d a d o p t n o n -u se p e e r n o rms t h a n t h o s e wh o d o
3)
40. 4O
28
n o t . C o n v e r s e l y , t h e n u mb e r o f d r u g u s i n g f r i e n d s h a s
th e mo st d i r e c t i n fl u e n c e o n s t u d e n t s d r u g u se (R e í d ,
1989; Mo y e rs , 1 9 9 5 ). C o r r e c t i n g f o r e rro n e o u s
p e rc e p t io n s o f t h e p re v a le n c e a n d a c c e p t a b i l i t y o f d r u g
use among p e e rs i s c r i t i c a l (Ha n se n a n d Graham, 1 9 9 1 ;
Poland, 1 9 9 4 ) .
Benard (1 9 9 2 ) a n d A sh e r (1 9 9 4 ) i n d i c a t e t h a t t h e c h a l l e n g e
f o r t h e 1 9 9 0 s i s t o d e v e lo p a n d imp le me n t s t r a t e g i e s t h a t h e l p
vo u th su cce e d i n s t a y i n g d r u g - f r e e i n s p i t e o f a d v e rs e
c o n d it io n s i n t h e i r f a m i l i e s , s c h o o l s , a n d co min u n it ie s.
S u rra ry
The e x t e n s i v e l i t e r a t u r e r e v i e w p ro v i d e d a w e a l t h o f s c h o o l
v io le n c e i n f o r m a t i o n . H o w e v e r , t h e r e i s in a d e q u a t e e m p i r i c a l
data t h a t r e l a t e s t h e r o s t p r e v a l e n t t e s o f s c h o o l v i o l e n c e
rro b le ms a n d p a t t e r n s o f s c h o o l v i o l e n c e t o s t u d e n t p e rf o rma n ce
issu e s. M a n y A me rica n s b e l i e v e t h a t u rb a n s c h o o l s a r e f a i l i n g
to e d u ca t e s t u d e n t s t h e y s e r v e (E l a m e t a l . , 1 9 9 4 , 1 9 9 5 , 1 9 9 6 ,
and 1 9 9
-
/ ) .
T h e
i r
p e
r c e
p t i
o n
,
f
e
d
b
y
a
v
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r
i
e
c
y
o b s e rv a t io n s , i s t h a t u rb a n s t u d e n t s a c h ie v e l e s s i n s c h o o l,
a t t a i n l e s s e d u c a t io n , a n d e n c o u n t e r l e s s s u c c e s s i n t h e l a b o r
wa rke t i n l a t e r l i f e (Jo h n so n a n d Imme rwa h r, 1 9 9 4 ; S c h wa rt z ,
1996; USEd, NCES, C h a l l e n g e , 1 9 9 6 ; K n o x, 1 9 9 7 ) . H o w e v e r , r e c e n t
su rve y r e s u l t s i n d i c a t e s c h o o l v i o l e n c e t h r e a t e n s su b u rb a n a n d
r u r a l s c h o o l s i n s i m i l a r wa ys a s w e l l ( H a r r i s , 1 9 9 5 ; F l a n n e r y ,
1997).
41. 29
A lth o u g h much mo re re s e a rc h i s n e e d e d i n t h e a re a o f s c h o o l
v io le n c e , t h e a cco mp lish me n t s o f t h e p a s t d e ca d e a r e re c o g n iz e d
and a p p re c ia t e d . T h e re s e a rc h e v id e n c e s u g g e s t s t h a t s c h o o l s
co u ld d o mb re t o re d u c e s c h o o l v i o l e n c e b y c r e a t i n g n u r t u r i n g
l e a rn i n g e n v iro n me n t s (A s c h e r, 1 9 9 4 ) . I t i s i m p e r a t i v e t h a t
e d u ca t o rs u n d e rs t a n d t h e r e l a t i o n s h i p o f s c h o o l v i o l e n c e a n d
st u d e n t s a c a d e m i e a ch ie ve me n t e s p e c i a l l y i n s c h o o l s wh e re
v i o l e n c e p ro b le ms a r e mo s t p ro f o u n d ( C r a i g , 1 9 9 2 ) .
Th is s t u d y i n v e s t i g a t e s t h e n a t u r e o f s c h o o l v i o l e n c e
e x i s t i n g b a se y e a r s t u d e n t d a t a f r o m t h e N a t i o n a l
E d u ca tio n L o n g i t u d i n a l S t u d y o f 1 9 8 8 , (NE L S : 8 8 ), t o a n a ly z e t h e
p re va le n ce a n d p a t t e r n s o f s c h o o l v i o l e n c e among e i g h t h -g ra d e
st u d e n t s (US E d , NCES, G u id e , 1 9 9 4 ). T h e r e s u l t s w i l l b e g le a n e d
te sh e d some l i g h t o n s c h o o l v i o l e n c e i s s u e s i n t h e n a t i o n ' s
sch o cis a n d t h e c o n n e c t io n t o s t u d e n t s ' e d u c a t i o n a l o u t co me s.
41
42. CHAPTER I I I
METHODS A ND PROCEDURES
42
30
The l i t e r a t u r e r e v i e w d is c u s s e d i n Ch a p t e r I I p re s e n t e d
r e l a t e d a re a s o f r e s e a r c h t o i l l u m i n a t e t h e p ro b le ms a n d
c r i t i c a l i s s u e s o f s c h o o l v i o l e n c e . T h e r e s u l t i n g g a p s i n
e m o i r i c a l d a t a l i n k i n g s c h o o l v i o l e n c e t o s t u d e n t s a c a d e m i c
p e rfo rma n ce l e d t o t h i s i n v e s t i g a t i o n .
Data f o r t h i s s t u d y we re p ro v i d e d b y t h e N a t i o n a l E d u c a t io n
L o n g it u d in a l S t u d y o f 1 9 8 8 (NE L S : 8 8 ), a m a j o r d a t a b a se
a d min is t e re d b y t h e N a t i o n a l C e n t e r f o r E d u c a t io n S t a t i s t i c s
(= E S ), U . S . De p a rt me n t o f E d u c a t io n (USEd, NCES, P ro g ra ms ,
1995; USEd, NCES, Re s e a rc h , 1 9 9 6 ) . A d e t a i l e d d e s c r i p t i o n o f
1
,
Z
E
L
S
:
8
£
i
s
p
r
e
s
e
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t
e
d
i
n
A
p
p
e
n
d
i
x
E
NSIS:ES E i c h t h Gra d e Q u e s t io n n a ire i s i n A p p e n d ix C. N E L S : 8 8
was co n d u ct e d o n a n a t i o n a l sa mp le o f s c h o o l s (n = 1 , 0 5 1 ) t h a t h a d
e ja h t h g ra d e rs (n = 2 4 , 5 9 9 ) d u r i n g t h e 1 9 8 8 -8 9 s c h o o l y e a r . D a t a
about t h e s c h o o l a n d s t u d e n t s we re c o l l e c t e d f r o m s c h o o l
a d m i n i s t r a t o r s , p a r e n t s , t e a c h e r s , a n d s t u d e n t s . T h e o v e r a l l
response r a t e wa s o v e r 90%. S i n c e 1988, t h e r e h a ve b e e n t h r e e
f o l l o w -u p s t u d i e s t h a t g a t h e re d d a t a i n 1 9 9 0 , 1 9 9 2 , a n d 1 9 9 4 .
The n e x t f o l l o w - u p w i l l b e co n d u ct e d d u r i n g t h e y e a r 2 0 0 0 .
Subsamples o f b a se y e a r 1988 e i g h t h g ra d e rs ( f r e s h e n e d s t u d e n t s )
have b e e n a d d e d t o t h e sa mp le d u r i n g f o l l o w - u p s t u d i e s .
However, t h i s c r o s s - s e c t i o n a l i n v e s t i g a t i o n u se d s t u d e n t d a t a
fi l e s f r o m t h e b a se y e a r c o h o r t w h i c h i n c l u d e t h e f u l l o r i g i n a l
e ig h t h g ra d e sa mp le , i n t h e o r i g i n a l s c h o o l s s t u d i e d . A h l
methods a n d p ro c e d u re s we re we ig h t e d b y t h e b a se y e a r s u r v e y
43. 31
we ig h t (BYQWT). T w o i m p o r t a n t a s p e c t s o f NELS:88 d a t a make i t
d i f f e r e n t f r o m s i mp l e ra n d o m sa mp le d e s ig n : t h e u n e q u a l
p r o b a b i l i t i e s o f s e l e c t i o n , f o r e xa mp le , m i n o r i t i e s h a ve b e e n
oversampled, g i v i n g m i n o r i t i e s a h i g h e r p r o b a b i l i t y o f s e l e c t i o n
than n o n m i n o r i t i e s ; a n d t h e c l u s t e r e d n a t u re o f t h e d e s ig n s , f o r
example, s c h o o l s we re sa mp le d ( c l u s t e r s ) a n d t h e n s t u d e n t s ,
ra t h e r t h a n s i m p l y t a k i n g a sa mp le o f s t u d e n t s d i r e c t l y (USEd,
NCES, S e min a r, 1 9 9 6 ) .
In t h i s s t u d y , a n a l y t i c p ro ce d u re s u se d t h e S t a t i s t i c a l
Package f o r t h e S o c i a l S cie n ce s, (S P S S ), a fl e x i b l e c o mp u t e r
so f t wa re s t a t i s t i c a l a n a l y s i s a n d d a t a management s y s t e m (USEd,
NCES, SPSS, 1 9 9 6 ). S P S S t o o k d a t a f r o m NELS:88 p u b l i c fi l e s a n d
generated d e s c r i p t i v e s t a t i s t i c s a n d co mp le x s t a t i s t i c a l
re a re s s io n a n a ly s e s t o i n v e s t i g a t e 'th e re s e a rc h q u e s t io n s
examined i n t h i s i n v e s t i g a t i o n . D e s c r i p t i v e a n a l y s i s wa s u se d
to d e s c ri b e s t u d e n t s b a c k g r o u n d c h a r a c t e r i s t i c s . R e g r e s s i o n
a n a ly s is wa s u se d t o me a su re t h e e f f e c t s o f s e l e c t e d s c h o o l
v io le n c e f a c t o r s o n s t u d e n t s ' a ca d e mic p e rf o rma n ce i n re a d i n g
and ma t h e ma t ics w h i l e c o n s i d e ri n g i m p o rt a n t b a ckg ro u n d a n d
sch o o l f a c t o r s .
D e fi n i t i o n o f Te rms
The f o l l o w i n g d e fi n i t i o n s p r o v i d e c l a r i t y f o r i n t e r p r e t i n g
NELS:88 d a t a i n t h i s s t u d y .
NELS:88--The N a t i o n a l E d u c a t io n L o n g i t u d i n a l S t u d y o f 1 9 8 8 , t h e
e x i s t i n g d a t a b a se u t i l i z e d i n t h i s s t u d y f o r c r o s s -
s e c t i o n a l a n a l y s i s o f e i g h t h g ra d e rs o n l y , d u r i n g
the 1988 b a se y e a r (USEd, NCES, G u id e , 1 9 9 4 ) .
43
44. 32
Re le va n t NELS:88 t e r m s :
A t - r i s k o f S c h o o l F a i l u r e - - A n e i g h t h g ra d e s t u d e n t i d e n t i fi e d a s
" a t r i s k " o f d ro p p in g o u t o f s c h o o l b a se d o n b a ckg ro u n d
and f a m i l y c irc u ms t a n c e s e x i s t i n g w h i l e i n e i g h t h g ra d e .
Fa ct o rs c o n s t i t u t i n g r i s k : wh e t h e r t h e s t u d e n t l i v e d i n a
s i n g l e -p a re n t f a m i l y ; wa s f r o m a f a m i l y w i t h a n a n n u a l
income o f l e s s t h a n $ 1 5 ,0 0 0 ; h a d a n o l d e r s i b l i n g who h a d
dropped o u t o f s c h o o l ; h a d p a re n t s wh o d i d n o t fi n i s h h i g h
sch o o l; h a d l i m i t e d p r o fi c i e n c y i n E n g l i s h ; a n d / o r wa s a t
home w i t h o u t a d u l t s u p e r v i s i o n mo re t h a n t h r e e h o u rs a d a y.
O v e ra ll, 5 5 p e rc e n t o f NELS:88 p a r t i c i p a n t s sh o we d n o a t -
r i s k f a c t o r s , 2 5 p e rc e n t h a d o n e , a n d a l mo s t o n e - fi f t h , ( 1 9
p e rce n t ) h a d t wo o r mo re (USEd, NCES, S e min a r, 1 9 9 6 ).
Base Y e a r S u rv e y --Co h o rt o f 2 5 ,0 0 0 (3 , 0 0 0 , 0 0 0 i n u n i v e rs e )
e ig h t h g ra d e rs s u rv e y e d n a t io n wid e d u r i n g s p r i n g 1988 i n
1,000 (4 0 , 0 0 0 i n u n iv e rs e ) s c h o o l s (8 0 0 p u b l i c a n d 200
r r i v a t e ) .
B ia s (d u e t o n o n re s p o n s e )--Dif f e re n c e t h a t o c c u rs when
re sp o n d e n ts d i f f e r a s a g ro u p f r o m n o n re sp o n d e n ts o n a
c h a r a c t e r i s t i c b e in g s t u d i e d . F o r NELS:88, t h e o v e r a l l
u n i t re sp o n se i s h i g h (9 3 . 4 p e rc e n t f o r s t u d e n t s a n d 9 8 . 9
p e rce n t f o r s c h o o ls ) w h i c h le s s e n s t h e p ro b le m o f
nonresponse b i a s . A d d i t i o n a l l y , NEL S:8 8 a p p l i e s
re we ig h t in g a d ju s t me n t t o re d u ce n o n re sp o n se b i a s wh ic h
se rve s t o a l l e v i a t e t h e b i a s p ro b le m (USEd, NCES, S t u d e n t ,
1990; USEd, NCES, S c h o o l, 1 9 9 0 ).
44
45. 33
Cro s s -S e c t io n a l A n a ly s is --Re p re s e n t s e v e n t s a t a s i n g l e p o i n t i n
t ime ( e i g h t h g ra d e rs i n 1 9 8 8 ).
E l e c t r o n i c Code Bo o k (ECIE1)--A syst e m L i l e o f s e l e c t e d v a r i a b l e s
g e n e ra te d t h ro u g h a s o f t w a re p a cka g e u s i n g t h e NELS:88
P u b lic Use CID-ROM t o p e rf o rm q u a n t i t a t i v e a n a ly s e s .
F a c t o r--A v a r i a b l e h yp o t h e sí ze d t o a f f e c t o r ca u se a n o t h e r
v a r i a b l e o r v a r i a b l e s ; a n in d e p e n d e n t v a r i a b l e .
I n cid e n ce T h e n u mb e r o f a c t s o f s c h o o l v i o l e n c e p e r s t u d e n t o r
sch o o l d u r i n g a s p e c i fi c p e r i o d o f t i m e .
I n c í d e n t --A s p e c i fi c s c h o o l v í o l e n c e a c t i n v o l v i n g o n e o r mo re
v i c t i m s a n d o n e o r mo re o f f e n d e rs .
P re va le n ce --Th e p e rc e n t o f t h e p o p u l a t i o n d i r e c t l y p a r t í c i p a t í n g
in some sO h o o l v i o l e n c e a c t a g a i n s t s c h o o l r e g u l a t i o n s
w i t h i n a g i v e n p e r i o d o f t i m e .
Ra c e / E t h n ic it y --A me ric a n I n d i a n o r A la s k a N a t i v e ; A s i a n
P a c i fi c I s l a n d e r ; B l a c k , n o n -H i s p a n i c ; H i s p a n i c ; a n d
Wh ite , n o n -H i s p a n i c .
School V i o l e n c e P e rce p tio n --FP E RCV IO: F a c t o r s c a l e f o r
st u d e n t s p e r c e p t i o n o f v i o l e n t a c t s i n s c h o o l s o r o n
sch o o l campuses a s s e r i o u s , mo d e ra t e , m i n o r , o r n o
p ro b le m; r e p r e s e n t s e i g h t o r i g i n a l v a r i a b l e s .
School V í o le n c e P e rs o n a l B e h a vio r--FS E L FV IO: F a c t o r s c a l e f o r
st u d e n t s' r e p o r t o f p e rs o n a l d i s r u p t i v e v i o l e n t a c t i o n s
co mmitte d i n s c h o o ls o r o n s c h o n l ca mp u se s; r e p r e s e n t s
t h re e o r i g i n a l v a r i a b l e s .
School V i o l e n c e V ic t imiz a t io n --FV CTMV I O : F a c t o r s c a l e f o r
st u d e n t s' r e p o r t o f h a v in g e x p e rie n c e d d í r e c t p e rs o n a l
45
46. 34
t h re a t s o r h a rm a t s c h o o l; r e p r e s e n t s t h r e e o r i g i n a l
v a r i a b l e s .
Student A ch ie ve me n t --S t u d e n t s r e a d i n g a n d ma t h e ma t ics s c o re s o n
c o g n i t i v e t e s t s co n d u ct e d b y NELS:88.
U r b a n i c i t y - - C l a s s i fi c a t i o n f o r t h e l o c a t i o n o f s c h o o l s w i t h
e ig h t h g ra d e c la s s ro o ms c r e a e d f r o m Q u a l i t y E d u ca t io n Da t a
f ro m t h e F e d e ra l I n f o r m a t i o n P ro c e s s in a S t a n d a rd s u se d b y
th e U. S . B u re a u o f t h e Ce n su s: Urb a n — c e n t r a l c i t y ;
Suburban — a re a s u rro u n d in g a c e n t r a l c i t y w i t h i n a c o u n t y
c o n s t i t u t l n g t h e M e t r o p o l i t a n S t a t i s t i c a l A re a (MS A );
Ru ra l — o u t s i d e t h e MSA.
We a p o n s--De vice s u se d w i t h t h e i n t e n t o f i n fl i c t i n g h a r m .
We ig h t—Th e b a se y e a r me a su re (BYQWT) f o r t h e s t u d e n t sa mp le
a p p lie d t o a n a ly s e s t o p ro d u ce n a t i o n a l p o p u l a t i o n
e s t ima t e s a n d re d u ce b i a s . T h e g e n e ra l p u lp o s e o f
we ig h t in g s u rv e y d a t a i s t o compensate f o r u n e q u a l
p r o b a b i l i t i e s o f s e l e c t i o n a n d t o a d j u s t f o r t h e e f f e c t s o f
nonresponse. F o r e xa mp le , 2 4 , 5 9 9 (ro u n d e d t o 2 5 , 0 0 0 ) b a s e
ye a r s t u d e n t s re p re s e n t 3 , 0 0 0 , 0 0 0 e i g h t h g ra d e rs e n r o l l e d
i n 5 , 0 0 0 s c h o o l s n a t io n wid e i n 1 9 8 8 .
Research Q u e st io n s a n d Hyp o th e se s
The f o l l o w i n g re s e a rc h q u e s t io n s we re e xa min e d :
1. W h a t i s t h e n a t u re o f v i o l e n c e i n s c h o o l s e t t i n g s i n u rb a n ,
suburban, a n d r u r a l co mmu n it ie s?
a. W h a t a r e t h e mo st p r e v a l e n t t y p e s o f s c h o o l v i o l e n c e i n
46
47. Methods o f A n a l y s i s
47
35
f o u r t y p e s o f s c h o o l s : p u b l i c , C a t h o l i c , n o n - s e c t a r i a n
p r i v a t e , a n d o t h e r p r i v a t e r e l i g i o u s s c h o o ls ?
Stu d e n ts d e s c ri b e d t h e d e g re e o f v i o l e n c e p ro b le ms i n
t h e i r s c h o o ls a s s e r i o u s , mo d e ra t e , m i n o r , a n d n o t a
p ro b le m f o r t h r e e s c h o o l v i o l e n c e me a su re s: p e rs o n a l
. b e h a vio r, v i c t i m i z a t i o n , . a n d p e rc e p t i o n o f v i o l e n c e .
b. W h a t a r e t h e p a t t e r n s o f s c h o o l V i o l e n c e among e i g h t h
g ra d e rs b y s t u d e n t b a ckg ro u n d c h a r a c t e r i s t i c s : s e x ,
r a c e / e t h n i c i t y , s o c io -e c o n o mic q u a r t i l e , a n d f a m i l y
income; b y s c h o o l c h a r a c t e r i s t i c s : s c h o o l t y p e , s c h o o l
p o v e rt y i n d i c a t o r ( p e r c e n t o f s t u d e n t s p a r t i c i p a t i n g i n
a f r e e o r re d u ce d l u n c h p ro g ra m), a n d p e rc e n t o f
m i n o r i t y s t u d e n t s a t t e n d i n g a s c h o o l?
2. W h a t i s t h e r e l a t i o n s h i p o f d i f f e r e n t t y p e s o f s c h o o l
v io le n c e p ro b le ms t o s t u d e n t a ch ie ve me n t i n re a d in g a n d
mathemazics?
N u l l Hy p o t h e s is I . T h e r e w i l l b e n o s i g n i fi c a n t d i f f e r e n c e i n
st u d e n t a ch ie ve me n t re g a rd i n g t h e mo st
p re v a le n t t y p e s o f s c h o o l v i o l e n c e .
N u l l Hy Do t h e s is I I . T h e r e w i l l b e n o s i g n i fi c a n t d i f f e r e n c e i n
stu d e n t a ch ie ve me n t i n p u b l i c , O a t h o l i c ,
n o n -s e c t a ria n p r i v a t e , a n d o t h e r p r i v a t e
r e l i g i o u s s c h o o ls wh e re s c h o o l v i o l e n c e
o ccu rs.
Samole
NELS:88 i n i t i a t e d a t wo -s t a g e s t r a t i fi e d p r o b a b i l i t y
sa mp lin g d e s ig n t o s e l e c t a n a t i o n a l l y r e p r e s e n t a t i v e sa mp le o f
sch o o ls (n = 1 , 0 5 1 ) t h a t h a d e i g h t h g ra d e s t u d e n t s (n = 2 4 , 5 9 9 )
d u rin g t h e 1 9 8 8 -8 9 s c h o o l y e a r . O n a ve ra g e , e a c h s c h o o l wa s
48. re p re se n t e d b y 2 5 co -L
-
e s t u d e n t s
r a n d o m l
y
s e l e c
t e d
f r
o m
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h t h
grade s c h o o l r o s t e r s ; t w o t e a c h e rs f o r e a ch s t u d e n t ; a n d o n e
p a re n t p e r e i g h t h g ra d e r. H i s p a n i c a n d A s i a n s t u d e n t s we re
o ve rsa mp le d t o p e r m i t a n a l y s i s o f t h e p e rf o rma n ce o f la n g u a g e
m i n o r i t y s t u d e n t s
languaae m i n o r i t y
about t h e NELS:88
T a
.
b l
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1
V a ri a b l e
Male
Female
Re f u sa l
Mis s in g
T o t a l
r e s u l t i n g i n
st u d e n t s p e r
a u g me n ta tio n o f a p p r o x i m a t e l y 2 -3
sch o o l. Te c h n ic a l i n f o /
36
ma t io n
d a ta b a se c a n b e f o u n d i n t h e NELS:88 U s e r ' s
Manuals (USEd, 1 9 9 0 , NCES S c h o o l; USEd, 1 9 9 0 , NCES S t u d e n t ).
Ta b le 1 p r e s e n t s sa mp le d e s c r i p t i v e s t a t i s t i c s e n s t u d e n t s '
background c h a r a c t e r i s t i c s : s e x , r a c e / e t h n i c i t y , s c h o o l t y p e ,
c i t y t y p e , f a m i l y in co me , s t u d e n t s ' s o c i o -e c o n o mi c s t a t u s
a u a r t i l e , p e r c e n t o f s t u d e n t s r e c e i v i n g f r e e o r re d u c e d lu n c h ,
and D e rc e n t o f m i n o r i t y i n s t u d e n t s s c h o o l .
E ic h t h Gra d e S t u d e n t s b v S e le c t e d C h a r a c t e r i s t i c s : 1 9 8 8
Number P e r c e n t
14,923
14,892
9
257
30,081
48
Sex
49.6
49.5
.0
.9
100.0
Note. ( n = 2 4 , 5 9 9 S t u d e n t s ), R e p re s e n t i n g (N=3 0 , 0 8 1 S t u d e n t s )
(t a b l e c o n t in u e s )
49. Ta b le 1 (c o n t i n u e d )
V a ria b le Number P e r c e n t
R a c e / e t h n i c i t y
A sia n P a c i fi c i s . 1 , 0 4 2 3 . 5
Hisp a n ic 3 , 0 8 9 . 1 0 . 3
B la ck n o n -h is p a n ic 3 , 9 3 2 1 3 . 1
Wh ite n o n -h is p a n ic 2 0 , 3 8 1 6 7 . 7
American I n d i a n 1 , 2 6 2 4 . 2
Mu lt i-re s p o n s e 5 9 . 2
Re fu sa l 6 4 . 2
M' s s ' n a 2 5 2 . 8
To t a l 3 0 , 0 8 1 1 0 0 . 0
School t y p e
P u b lic 2 6 , 4 5 8 8 8 . 0
C a t h o l i c 2 , 2 8 3 7 . 6
P
,
-
i
v
a
t
e
O
t
h
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R
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8
7
5
P riv a t e No n -Re lig io u s 4 6 5 1 . 5
T o t a l 3 0 , 0 8 1 1 0 0 . 0
C i t y t y p e
Urban 7 , 5 6 0 2 5 . 1
Suburban 1 3 , 1 1 7 4 3 . 6
Ru ra l 9 , 4 0 4 3 1 . 3
To t a l 3 0 , 0 8 1 1 0 0 . 0
Note. ( n = 2 4 , 5 9 9 S t u d e n t s ), Re p re s e n t in g (N=3 0 , 0 8 1 S t u d e n t s)
49
37
(t a b l e c o n t in u e s )