Academic Differentiation, School Achievement and School Violence in the USA and South Korea

Autor/inn/en	Akiba, Motoko; Han, Seunghee
Titel	Academic Differentiation, School Achievement and School Violence in the USA and South Korea
Quelle	In: Compare: A Journal of Comparative Education, 37 (2007) 2, S.201-219 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057920601165561
Schlagwörter	Foreign Countries; Grade 8; Mathematics Teachers; Academic Achievement; Violence; Comparative Analysis; Cultural Influences; Context Effect; Principals; Incidence; Student Behavior; Antisocial Behavior; Track System (Education); Low Achievement; School Safety; School Policy; Prevention; Educational Environment; Student Characteristics; Parent Participation; Institutional Characteristics; Aggression; South Korea; United States + Suchen Sie Ihr Suchwort? Ausland; School year 08; 8. Schuljahr; Schuljahr 08; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Schulleistung; Gewalt; Cultural influence; Kultureinfluss; Principal; Schulleiter; Vorkommen; Student behaviour; Schülerverhalten; Leistungsgruppe; Leistungsdifferenzierung; Unterdurchschnittliche Leistung; Schulpolitik; Prävention; Vorbeugung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elternmitwirkung; Korea; Republik; USA
Abstract	Whilst school violence is a major public concern and a focus of educational reforms both in the USA and South Korea, few studies have comparatively examined the rates of school violence and school factors associated with them. Analysing nationally-representative data from eighth graders, their mathematics teachers and principals in 150 South Korean schools and in 216 US schools, the authors found that: (1) the rates of school violence are higher in the US than South Korea, (2) student-reported violence rates are not associated with school-reported violence rates in both nations and (3) South Korean schools with academic tracking and low-achieving US schools are more likely to have higher rates of school violence. Policy and practical implications of these findings are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10