Understanding and Preventing Violence Directed against Teachers: Recommendations for a National Research, Practice, and Policy Agenda

Autor/inn/en	Espelage, Dorothy; Anderman, Eric M.; Brown, Veda Evanell; Jones, Abraham; Lane, Kathleen Lynne; McMahon, Susan D.; Reddy, Linda A.; Reynolds, Cecil R.
Titel	Understanding and Preventing Violence Directed against Teachers: Recommendations for a National Research, Practice, and Policy Agenda
Quelle	In: American Psychologist, 68 (2013) 2, S.75-87 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0003-066X
DOI	10.1037/a0031307
Schlagwörter	Violence; Teacher Effectiveness; School Holding Power; Intervention; Teaching Experience; Leadership; Community Leaders; School Safety; Elementary Secondary Education; Psychologists; Evaluation; Teachers; Prevention; Victims of Crime; Academic Achievement; Teacher Education; Bullying + Suchen Sie Ihr Suchwort? Gewalt; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Führung; Führungsposition; Community leadership; Gemeindeleitung; Psychologist; Psychologe; Psychologin; Evaluierung; Lehrer; Lehrerin; Lehrende; Prävention; Vorbeugung; Victim; Victims; Crime; Opfer; Verbrechen; Schulleistung; Lehrerausbildung; Lehrerbildung; Mobbing
Abstract	Violence directed against K-12 teachers is a serious problem that demands the immediate attention of researchers, providers of teacher pre-service and in-service training, school administrators, community leaders, and policymakers. Surprisingly, little research has been conducted on this growing problem despite the broad impact teacher victimization can have on schooling, recruitment, and retention of highly effective teachers and on student academic and behavioral outcomes. Psychologists should play a leadership role in mitigating school violence, including violence directed toward teachers. There is a need for psychologists to conduct research accurately assessing the types and scope of violence that teachers experience; to comprehensively evaluate the individual, classroom, school, community, institutional, and cultural contextual factors that might predict and/or explain types of teacher violence; and to examine the effectiveness and sustainability of classroom, school, and district-wide prevention and intervention strategies that target teacher violence in school systems. Collectively, the work of psychologists in this area could have a substantial impact on schooling, teacher experience and retention, and overall student performance. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10