A Heuristic Model of School Violence and Bullying in Evolving Nested Contexts

2018 ◽  
pp. 14-28
Author(s):  
Ron Avi Astor ◽  
Rami Benbenishty
Keyword(s):  
Theoretical Model ◽  
Organizational Structure ◽  
School Violence ◽  
Student Outcomes ◽  
School Context ◽  
School Organization ◽  
Heuristic Model ◽  
Student Body ◽  
And Behaviors ◽  
Internal Context

This chapter presents an integrated ecological theoretical model of school violence in evolving and nested contexts. In contrast to other models that put the student in the center, this heuristic model puts the school in the center of nested contexts, such as the student body, family, community, and culture. The school is also embedded in a hierarchical organizational structure, being part of a district, county, state, and country that also affect the school. All these outside contexts overflow into the school and influence internal school violence and safety. The school’s internal context, including the school organization and climate, moderates and mediates outside influences and helps shape the students’ experiences, perceptions, emotions, and behaviors Finally, the model suggests that school violence, bullying, safety, and student outcomes are dynamic and ever evolving, reflecting changes in norms and contexts. The dynamics of the school context impact all the external ecological layers as well.

scholarly journals An Analysis of the Relationship between Victimization and Violent Behavior at School

2013 ◽  
Vol 16 ◽  
Author(s):  
Estefanía Estévez ◽  
Teresa I. Jiménez ◽  
David Moreno ◽  
Gonzalo Musitu
Keyword(s):  
School Violence ◽  
Structural Equation ◽  
Violent Behavior ◽  
School Context ◽  
Equation Modeling ◽  
Factors Influencing ◽  
Authority Figures ◽  
Modeling Techniques ◽  
The Relationship ◽  
Practical Implications

AbstractPrevious studies have identified two subgroups of school violence victims: submissive and aggressive. Submissive victims are characterized by their withdrawal in violent situations, while aggressive victims combine hostile behavior with victimization. This study focuses on the second subgroup and aims to analyze possible factors influencing the transition from passive victimization to involvement in aggressive behaviors within the school context. To test these relationships, 1319 adolescents between 12 and 16 years of age were recruited from seven secondary schools in various Spanish provinces. Structural equation modeling techniques were used to analyze the data. Results supported Emler’s theory, which posits that the victim’s helplessness in situations of intimidation, along with disappointment resulting from a lack of expected protection from adult authority figures, may result in adolescents searching and developing an antisocial and non-conformist reputation that helps them defend themselves against future attacks. Practical implications of these results are further discussed.

School Composition and Contextual Effects on Student Outcomes

2010 ◽  
Vol 112 (4) ◽  
pp. 1008-1037 ◽  
Author(s):  
J. Douglas Willms
Keyword(s):  
Student Outcomes ◽  
School Context ◽  
The United States ◽  
Literacy Skills ◽  
Classroom Context ◽  
School Composition ◽  
International Student Assessment ◽  
Socioeconomic Gradient ◽  
Vertical Segregation ◽  
The Relationship

Background Findings from several international studies have shown that there is a significant relationship between literacy skills and socioeconomic status (SES). Research has also shown that schools differ considerably in their student outcomes, even after taking account of students’ ability and family background. The context or learning environment of a school or classroom is an important determinant of the rate at which children learn. The literature has traditionally used school composition, particularly the mean SES of the school, as a proxy for context. Focus of Study This study examines the relationships among school composition, several aspects of school and classroom context, and students’ literacy skills in science. Population The study uses data from the 2006 PISA (Programme for International Student Assessment) for 57 countries. PISA assesses the knowledge and life skills of 15-year-old youth as they approach the end of their compulsory period of schooling. Research Design Secondary analyses of the data describe the socioeconomic gradient (the relationship between a student outcome and SES) and the school profile (the relationship between average school performance and school composition) using data for the United States as an example. The analyses demonstrate two important relationships between school composition and the socioeconomic gradient and distinguish between two types of segregation, referred to as horizontal and vertical segregation. The analyses discern the extent to which school composition and classroom and school context separately and jointly account for variation in student achievement. Findings The results show that school composition is correlated with several aspects of school and classroom context and that these factors are associated with students’ science literacy. Literacy performance is associated with the extent to which school systems are segregated “horizontally,” based on the distribution among schools of students from differing SES backgrounds, and “vertically,” due mainly to mechanisms that select students into different types of schools. Conclusions An understanding of socioeconomic gradients and school profiles for a school system is critical to discerning whether reform efforts should be directed mainly at improving the performance of particular schools or at striving to alter policies and practices within all schools. Both horizontal and vertical segregation are associated with lower student outcomes; therefore, we require a better understanding of the mechanisms through which students are allocated to schools. When the correlation of school composition with a particular contextual variable is strong, it calls for policies aimed at increasing inclusion or differentially allocating school and classroom resources among schools serving students of differing status.

Putting Private Equity Scorecard Approach (PESA™) to Work

2018 ◽  
Keyword(s):  
Theoretical Model ◽  
Organizational Structure ◽  
Private Equity ◽  
Information Environment ◽  
Modus Operandi ◽  
Equity Fund ◽  
Private Equity Fund ◽  
A Company

The theoretical model of Private Equity Scorecard Approach (PESA™), introduced an article in the Spring 2018 issue of The Journal of Private Equity (“Private Equity Scorecard Approach: Quality versus Myth”), develops a methodology to value a company based on its quantitative and qualitative indicators. As pointed out in the article, however, any model would only exist in theoretical boundaries, unless applied in practice. In this article, the author discusses the specific characteristics of the internal processes and organizational structure of a private equity fund that uses the PESA™ methodology in its modus operandi. The author provides practical examples of the fund’s approach to investments as well as the necessary information environment in which the fund operates.

scholarly journals A Spirit of Generosity: Philanthropy in the Scotch Whisky Industry

2019 ◽  
Vol 93 (3) ◽  
pp. 529-552 ◽  
Author(s):  
Niall G. MacKenzie ◽  
Jillian Gordon ◽  
Martin J. Gannon
Keyword(s):  
Twentieth Century ◽  
Theoretical Model ◽  
Organizational Structure ◽  
Recent Literature ◽  
Commercial Vehicle ◽  
Historical Context ◽  
Ownership Structures ◽  
Three Sisters ◽  
Scotch Whisky ◽  
Over Time

Recent literature on philanthropy and business has focused on the returns to businesses and entrepreneurs from giving. In this article, we show how historical context impacts the motivations and organizational forms created over time in philanthropic giving that effect and affect such returns. We do this through the prism of the changing ownership structures in the Scotch whisky industry in the twentieth century using an institutional theory lens. In doing so, we capture the story of three sisters who inherited a Scotch whisky business in the 1940s and transformed it into a hybrid philanthropic-commercial vehicle that remains in operation today. We present an extended theoretical model illustrating the interplay of context, motivation, and organizational structure over time on exchanges of capital in entrepreneurial philanthropy.

scholarly journals Theory-Based Study of the Basic Values of 565 Physical Therapists

2005 ◽  
Vol 85 (9) ◽  
pp. 834-850 ◽  
Author(s):  
Larry J Nosse ◽  
Lilach Sagiv
Keyword(s):  
Theoretical Model ◽  
Physical Therapy ◽  
Multidimensional Scaling ◽  
Organizational Structure ◽  
Physical Therapists ◽  
Demographic Data ◽  
Heterogeneous Samples ◽  
Age Related ◽  
Behavioral Choices ◽  
Importance Ratings

Abstract Background and Purpose There is a prevailing belief expressed in the physical therapy literature that values influence behavioral choices. There is, however, meager research on physical therapists' values. A values theory was used to study the organization of physical therapists' basic values and to generate hypotheses about age-related value priority differences. SubjectsParticipants were volunteers from the Wisconsin Physical Therapy Association (N=565). Methods Values importance ratings were gathered using a modified Schwartz Values Survey. Demographic data were obtained with an investigator-developed questionnaire. Analyses included descriptive and nonparametric statistics and nonmetric multidimensional scaling. Results The organizational structure of therapists' values was similar to the theoretical model. Physical therapists rated values associated with benevolence as most important and values associated with power as least important. Three of 7 age-related hypotheses were supported. Discussion and Conclusion The theory adequately explained the organization of physical therapists' values and provided rational explanations for age-based value priority differences. Compared with occupationally heterogeneous samples, the results suggest that physical therapists highly prize values that benefit others and give remarkably little importance to values associated with power.

scholarly journals Influencia de los Factores Psicosociales de Contexto en la Conducta Delictiva de los Menores Infractores del Centro de Formación Juvenil de los Patios

Summa Iuris ◽  
2017 ◽  
Vol 4 (2) ◽  
pp. 264
Author(s):  
Yineth Tatiana Rico Fuentes
Keyword(s):  
School Violence ◽  
Low Income ◽  
Criminal Behavior ◽  
Economic Condition ◽  
School Context ◽  
Influential Factors ◽  
Qualitative Approach ◽  
The Family ◽  
Determining Factors ◽  
Criminal Behaviors

La investigación tiene como objetivo describir los factores psicosociales de contexto (familia, escuela y entorno), por medio de técnicas de tipo cualitativo, que identifiquen los factores influyentes en la conducta delictiva de los menores infractores de edades comprendidas entre los 14 y 18 años del Centro de Formación Juvenil de los Patios, ubicado en Norte de Santander, Colombia. Se realizó bajo el enfoque cualitativo de corte trasversal-descriptivo, con una muestra de ocho (8) jóvenes infractores, escogidos al azar por conveniencia, por medio del tipo de muestreo intencional. Con cinco (5) de los ocho (8) participantes se aplicó un grupo focal; y con los restantes, entrevistas a profundidad; ambos instrumentos permitieron identificar como factores constantes y determinantes de la conducta delictiva de los menores los siguientes: I. En la categoría de familia, los asociados a la condición socioeconómica, representados en los bajos recursos económicos y necesidades básicas no resueltas; II. En lo relacionado con el contexto de escuela: la violencia escolar y el poco interés por el ambiente académico; y III. En la categoría de entorno, se identificó como factor influyente la relación con grupo de pares con conductas infractoras y el consumo de SPA, además de encontrar como reforzador del medio, la percepción del poder (adquisitivo y de autoridad).This research intends to describe, through qualitative techniques, the contextual psychosocial factors (family, school and environment) that allow the identification of influential factors in the criminal behavior of underage offenders between 14 and 18 years old in the Centro de Formación Juvenil de los Patios in Norte de Santander, Colombia. The study was developed under the qualitative approach, with a descriptive transversal method, with a sample of eight underage offenders chosen randomly through an intentional sampling. A focus group was performed with five of the eight participants, while the other three were interviewed in depth. Both techniques allowed to identify as constant and determining factors on the minors’ criminal behavior the following: I. In the family category, the ones associated to the socio-economic condition, represented in low income and unsolved basic needs; II. Regarding the school context; the school violence and low interest on the academic environment, and III. In the category of environment, the relation to peers with criminal behaviors and the use of SPA were identified as influential factors. The perception of power (for acquisition and authority) was also found as an environmental reinforcement

scholarly journals An Integrated Cybernetic Awareness Strategy to Assess Cybersecurity Attitudes and Behaviours in School Context

2021 ◽  
Vol 11 (23) ◽  
pp. 11269
Author(s):  
Mário Antunes ◽  
Carina Silva ◽  
Frederico Marques
Keyword(s):  
Junior High School ◽  
Lesson Plan ◽  
School Context ◽  
Sixth Grade ◽  
Information And Communications Technology ◽  
Attitudes And Behaviors ◽  
And Behaviors ◽  
Ninth Grade Students ◽  
Teaching Learning ◽  
Individual Scores

Digital exposure to the Internet among the younger generations, notwithstanding their digital abilities, has increased and raised the alarm regarding the need to intensify the education on cybersecurity in schools. Understanding of the human factor and its influence on children, namely their attitudes and behaviors online, is pivotal to reinforce their awareness towards cyberattacks, and to promote their digital citizenship. This paper aims to present an integrated cybersecurity and cyberawareness strategy composed of three major steps: (1) Cybersecurity attitude and behavior assessment, (2) self-diagnosis, and (3) teaching/learning activities. The following contributions are made: Two questionnaires to assess risky attitudes and behaviors regarding cybersecurity; a self-diagnosis to measure students’ skills on cybersecurity; a lesson plan addressing cyberawareness to be applied on Information and Communications Technology (ICT) and citizenship education curricular units. Cybersecurity risky attitudes and behaviors were evaluated in a junior high school population of 164 students attending the sixth and ninth grades. The assessment focused on two main subjects: To identify the attitudes and behaviors that raise the risk on cybersecurity among the participating students; to characterize the acquired students’ cybersecurity and cyberawareness skills. Global and individual scores and the histograms for attitudes and behaviors are presented. The items in which we have observed significant differences between sixth and ninth grades are depicted and quantified by their corresponding p-values obtained through the Mann–Whitney non-parametric test. Regarding the results obtained on the assessment of attitudes and behaviors, although positive, we observed that the attitudes and behaviors in ninth grade students are globally inferior compared to those attained by sixth grade students. The deployed strategy for cyberawareness was applied in a school context; however, the same approach is suitable to be applied in other types of organizations, namely enterprises, healthcare institutions and public sector.

scholarly journals Educational Innovation in Higher Education: Use of Role Playing and Educational Video in Future Teachers’ Training

2020 ◽  
Vol 12 (6) ◽  
pp. 2558 ◽  
Author(s):  
Antonio-José Moreno-Guerrero ◽  
Carmen Rodríguez-Jiménez ◽  
Gerardo Gómez-García ◽  
Magdalena Ramos Navas-Parejo
Keyword(s):  
Information And Communication Technologies ◽  
School Context ◽  
Real Life ◽  
Educational Innovation ◽  
Role Playing ◽  
Experimental Methodology ◽  
Student Body ◽  
Innovative Teaching ◽  
Post Test ◽  
Quasi Experimental

Information and communication technologies (ICTs) have led to the emergence of a variety of active and innovative teaching methods. This is the case in role-playing, which consists of simulating a real-life situation, in this case the school context, in which the student takes on a certain role and interacts with other students in a fictitious situation. Framed in this way, the present study aims to show if the application of the role-playing method promotes the improvement of attitude variables and practical skills. To this end, we advocated the use of a quasi-experimental methodology, with a control and experimental group and the application of a post-test. The sample is composed of 138 students from the Master of Teachers of Compulsory Secondary Education in Ceuta (Spain). The results showed that the students positively valued the application of the method, obtaining better scores in the set of variables studied, especially in motivation, creativity and collaboration. Therefore, it continues to be observed that the application of innovative methodologies through technology promotes the increase of multiple skills in the student body. This study aimed to prove that the use of active methods provides an increase in students’ skills, and that, therefore, we must bet on the use of sustainable pedagogies in order to promote a real innovation in the classrooms.

Implementing yoga within the school curriculum: a scientific rationale for improving social-emotional learning and positive student outcomes

2016 ◽  
Vol 11 (1) ◽  
pp. 3-24 ◽  
Author(s):  
Bethany Butzer ◽  
Denise Bury ◽  
Shirley Telles ◽  
Sat Bir S. Khalsa
Keyword(s):  
Theoretical Model ◽  
Student Outcomes ◽  
Social Emotional Learning ◽  
School Curriculum ◽  
Emotional Learning ◽  
Future Research ◽  
Social Emotional ◽  
Content Type ◽  
School Based ◽  
Practical Implications

Purpose – The purpose of this paper is to review and synthesise research evidence and propose a theoretical model suggesting that school-based yoga programs may be an effective way to promote social-emotional learning (SEL) and positive student outcomes. Design/methodology/approach – This paper is a literature review focusing on: the current state of research on school-based yoga interventions; a preliminary theoretical model outlining the potential mechanisms and effects of school-based yoga; similarities, differences and possibilities for integrating school-based SEL, yoga and meditation; practical implications for researching and implementing yoga in schools. Findings – Research suggests that providing yoga within the school curriculum may be an effective way to help students develop self-regulation, mind-body awareness and physical fitness, which may, in turn, foster additional SEL competencies and positive student outcomes such as improved behaviours, mental state, health and performance. Research limitations/implications – Given that research on school-based yoga is in its infancy, most existing studies are preliminary and are of low to moderate methodological quality. It will be important for future research to employ more rigorous study designs. Practical implications – It is possible, pending additional high-quality research, that yoga could become a well-accepted component of school curricula. It will be particularly important for future research to examine possibilities around integrating school-based yoga and meditation with SEL programs at the individual, group and school-wide levels. Originality/value – This paper is the first to describe a theoretical model specifically focused on school-based yoga interventions, as well as a discussion of the similarities and differences between school-based yoga, SEL and meditation.

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