U.S. Teachers' Perceptions of School Violence Prevention Programs

Autor/in	Chestnut, Natakie
Titel	U.S. Teachers' Perceptions of School Violence Prevention Programs
Quelle	(2016), (162 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3399-2104-4
Schlagwörter	Hochschulschrift; Dissertation; Violence; Prevention; Teacher Attitudes; Program Effectiveness; Educational Environment; Discipline; School Safety; Barriers; Administrator Role; High Schools; Secondary School Teachers; Urban Schools; Qualitative Research; Case Studies; Interviews; Observation; School Security; School Uniforms; Financial Support; Professional Development + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Gewalt; Prävention; Vorbeugung; Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Disziplin; High school; Oberschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Qualitative Forschung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Beobachtung; School uniform; Schulkleidung; Finanzielle Förderung
Abstract	In response to high profile violent incidents and crimes, many schools have developed plans that address school discipline to create a school climate and culture wherein everyone is valued and treated with respect. The problem that prompted this study is teachers are struggling with effectively implementation prevention program. The purpose of this study was to explore the perceptions of teachers about school violence prevention programs. Guided by Bronfenbrenner's ecological systems theory, this study examined the connection among school violence, environment, discipline and prevention programs; and it explored approaches to creating safe communities in schools. The research questions focused on teachers' perceptions of the implemented strategies, of the barriers to program success, and of supervising roles of high school administrators. The 9 participants were Grade 9-12 urban school teachers who had 3 to 5 years of full time teaching experience and who had 2 to 3 years of work experience at the targeted high school. This qualitative case study described and analyzed data from individual interviews, self-reported observations, and researcher observations. Emergent themes were identified from the data through open coding and findings were developed and validated. The key results were that teachers support a uniform program and security officers help reduce school violence; that program implementation can be strengthened by increased funding, community support and professional development. Implications for social change are that educators, parents, students and community members must work collaboratively to create a safe school environment and a culture of problem solving and resolution. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01