Patterns of Dating Aggression and Victimization in Relation to School Environment Factors Among Middle School Students

2019 ◽  
Vol 52 (7) ◽  
pp. 1128-1152 ◽  
Author(s):  
Terri N. Sullivan ◽  
Elizabeth A. Goncy ◽  
Rachel C. Garthe ◽  
Megan M. Carlson ◽  
Kathryn L. Behrhorst ◽  
...  
Keyword(s):  
School Environment ◽  
School Safety ◽  
Latent Class ◽  
The United States ◽  
Dating Aggression ◽  
School Students ◽  
Environment Factors ◽  
Teacher Relationships ◽  
School Norms ◽  
Aggressive Victims

This study examined relations between patterns of dating aggression and victimization and school environment factors among 4,114 early adolescents attending 37 middle schools in four sites in the United States (51% Black, non-Hispanic, 21% Hispanic, and 17% White). Latent class analyses revealed a five-class solution that differentiated among youth classified as uninvolved (54%), psychologically aggressive victims (18%), aggressors (11%), victims (11%), and aggressive victims (5%). These groups differed in their perceptions of school environment factors, including the quality of student–student and student–teacher relationships, awareness/reporting of violence, school safety problems, and school norms for aggression and nonviolence. Our findings underscore the need for dating violence prevention efforts in early adolescence and the relevance of school environment and more selective interventions.

Does School Climate Mean the Same Thing in the United States as in Mexico? A Focus on Measurement Invariance

2017 ◽  
Vol 37 (1) ◽  
pp. 55-68 ◽  
Author(s):  
Kathan D. Shukla ◽  
Tracy E. Waasdorp ◽  
Sarah Lindstrom Johnson ◽  
Mercedes Gabriela Orozco Solis ◽  
Amanda J. Nguyen ◽  
...  
Keyword(s):  
United States ◽  
School Climate ◽  
Measurement Invariance ◽  
School Environment ◽  
Climate Model ◽  
The United States ◽  
School Students ◽  
Scale Scores ◽  
Partial Invariance ◽  
The U.S

School climate is an important construct for guiding violence prevention efforts in U.S. schools, but there has been less consideration of this concept in its neighboring country Mexico, which has a higher prevalence of violence. The U.S. Department of Education outlined a three-domain conceptualization of school climate (i.e., safe and supportive schools model) that includes engagement, safety, and the school environment. To examine the applicability of this school climate model in Mexico, the present study tested its measurement invariance across middle school students in the United States ( n = 15,099) and Mexico ( n = 2,211). Findings supported full invariance for engagement and modified-safety scales indicating that factor loadings and intercepts contributed almost equally to factor means, and scale scores were comparable across groups. Partial invariance was found for the environment scales. Results of a multigroup confirmatory factor analysis (MGCFA) consisting of all 13 school climate scales indicated significantly positive associations among all scales in the U.S. sample and among most scales in the Mexico sample. Implications of these findings are discussed.

School-related stressors in adolescents

1998 ◽  
Vol 8 ◽  
pp. 1-8 ◽  
Author(s):  
John P. Fanshawe ◽  
Paul C. Burnett
Keyword(s):  
High School ◽  
High School Students ◽  
School Psychologists ◽  
Student Teacher ◽  
Teaching Methods ◽  
School Environment ◽  
School Students ◽  
Teacher Relationships ◽  
Student Teacher Relationships ◽  
Perceptions Of School

The aim of this study was to investigate high school students' perceptions of school-related problems. Some 1583 high school students responded to the 35 item High School Stressors Scale (Burnett & Fanshawe, 1997) which measures nine areas of problems experienced by adolescents in schools. These are Teaching Methods, Student-Teacher Relationships, School Workload, School Environment, Feeling Vulnerable, Personal Organization, Achieving Independence, Anxiety about the Future, and Relationships with Parents. The results are discussed and implications for educators, guidance officers and school psychologists working in high schools are presented.

scholarly journals A REVIEW OF VEHICLES SPEED ON SCHOOL SAFETY ZONE AREAS IN PEKANBARU CITY

2017 ◽  
Author(s):  
Lusi Dwi Putri ◽  
Fitridawati Soehardi ◽  
Alfian Saleh
Keyword(s):  
School Environment ◽  
School Safety ◽  
Good Condition ◽  
Primary Data ◽  
Maximum Speed ◽  
Speed Limit ◽  
Vehicle Speed ◽  
Safety Zone ◽  
School Students ◽  
Pass Through

Status : PreprintSchool Safety Zone is a location or region on particular roads that are time-based speed zone to set the speed ofthe vehicle in the school environment. The maximum speed limit permits entering a School Safety Zone, especially in Pekanbaru City is 25 km / h and an outline of the speed limit permit vehicles that pass through the School Safety Zone in Indonesia is generally 20-30 km / h. However, the vehicles speeds that pass School Safety Zone are higher than permit speeds.To ensure the level of vehicle offense across the territory of the School Safety Zone so it is necessary a primary data which is taken randomly based on field survey for 3 days at schools that has that facility SDN 3 Jalan Kesehatan Pekanbaru City, SDN 68 Jalan Balam Ujung Kota Pekanbaru and SDN 143 Jalan Taskurun Kota Pekanbaru. Furthermore, the data were taken in good condition that is at 6:30 to 7:30 am and at 12:00 to 13:00 pm. In addition, the data obtained ismileage and travel time of the vehicle. Both of these data can generate good speed value that passes through the area of School Safety Zone. Based on the research findings, the vehicle speed passing through the area of School Safety Zone is incompatible with speed permit at 35 km / h. This indicates that the vehicle passes School Safety Zone not following the rules of the maximum limit area and can be potentially harmful to elementary school students.

scholarly journals Predicting School Bullying Victimization: Focusing on Individual and School Environmental/Security Factors

2013 ◽  
Vol 2013 ◽  
pp. 1-13 ◽  
Author(s):  
Seokjin Jeong ◽  
Dae-Hoon Kwak ◽  
Byongook Moon ◽  
Claudia San Miguel
Keyword(s):  
School Safety ◽  
The United States ◽  
School Bullying ◽  
Future Research ◽  
Bullying Victimization ◽  
School Students ◽  
Public School Students ◽  
Private And Public ◽  
School Rules ◽  
Nationally Representative

Bullying behavior continues to be a salient social and health-related issue of importance to educators, criminal justice practitioners, and academicians across the country. While discourse on school bullying is abundant, previous studies are limited in explaining the predictive effect of factors such as individual/demographic variables, school environmental variables, and school antibullying preventive measures. Using a nationally representative sample of 12,987 private and public school students in the United States, the current study examines school safety measures and students’ perceptions about school environments (or climate), especially school rules and punishment. Findings reveal that the variables of security guards, fairness and awareness of school rules, gangs and guns at school, students misbehaving, and teachers’ punishment of students were statistically significant predictors of bullying victimization. Implications of these findings for school anti-bullying programs as well as directions for future research are discussed.

Telling Cases That Inform an Understanding of Factors Impacting the Development of Inventors From Diverse Backgrounds

2020 ◽  
Vol 21 (2) ◽  
pp. 133-142
Author(s):  
Stephanie Couch ◽  
Audra Skukauskaite ◽  
Leigh B. Estabrooks
Keyword(s):  
High School ◽  
High School Students ◽  
Young Women ◽  
Gender Gap ◽  
Young Men ◽  
The United States ◽  
Foreign Born ◽  
School Students ◽  
School Year ◽  
Diverse Backgrounds

The lack of diversity among patent holders in the United States (1-3) is a topic that is being discussed by federal policymakers. Available data suggests that prolific patent holders and leading technology innovators are 88.3% male and nearly 94.3% Asian, Pacific Islander, or White, and half of the diversity that does exist is among those who are foreign born (3). The data shows that there is a need for greater diversity among patent holders. Few studies, however, are available to guide the work of educators creating learning opportunities to help young people from diverse backgrounds learn to invent. Educators must navigate issues that have complex sociocultural and historical dimensions (4), which shape the ideas of those surrounding them regarding who can invent, with whom, under what conditions, and for what purposes. In this paper, we report the results of an ongoing multimethod study of an invention education pro- gram that has worked with teachers and students in Grades 6 through 12 for the past 16 years. Findings stem from an analysis of end-of-year experience surveys and interview transcripts of six students (three young men and three young women) who participated in high school InvenTeams®. The data were used to investigate three topics: 1) ways high school students who have participated on an InvenTeam conceptualize the term "failure" and what it means to "learn from failure," 2) what supported and constrained the work of the three young women during their InvenTeams experience and the implications for policy makers concerned about the gender gap in patenting, and 3) ways the young men and young women took up (or didn't take up) the identity of "inventor" after working on a team that developed a working prototype of an invention during the previous school year.

Student Privacy and the Law in the Internet Age

2019 ◽  
Author(s):  
Leah Plunkett ◽  
Urs Gasser ◽  
Sandra Cortesi
Keyword(s):  
Learning Environments ◽  
School Environment ◽  
Privacy Protection ◽  
Data Privacy ◽  
Digital Technologies ◽  
The United States ◽  
Legal Framework ◽  
Privacy Law ◽  
Student Privacy ◽  
High Level

New types of digital technologies and new ways of using them are heavily impacting young people’s learning environments and creating intense pressure points on the “pre-digital” framework of student privacy. This chapter offers a high-level mapping of the federal legal landscape in the United States created by the “big three” federal privacy statutes—the Family Educational Rights and Privacy Act (FERPA), the Children’s Online Privacy Protection Act (COPPA), and the Protection of Pupil Rights Amendment (PPRA)—in the context of student privacy and the ongoing digital transformation of formal learning environments (“schools”). Fissures are emerging around key student privacy issues such as: what are the key data privacy risk factors as digital technologies are adopted in learning environments; which decision makers are best positioned to determine whether, when, why, and with whom students’ data should be shared outside the school environment; what types of data may be unregulated by privacy law and what additional safeguards might be required; and what role privacy law and ethics serve as we seek to bolster related values, such as equity, agency, and autonomy, to support youth and their pathways. These and similar intersections at which the current federal legal framework is ambiguous or inadequate pose challenges for key stakeholders. This chapter proposes that a “blended” governance approach, which draws from technology-based, market-based, and human-centered privacy protection and empowerment mechanisms and seeks to bolster legal safeguards that need to be strengthen in parallel, offers an essential toolkit to find creative, nimble, and effective multistakeholder solutions.

STEM-Focused Career Courses and College Pipeline for Students with Learning Disabilities

2021 ◽  
pp. 089590482110199
Author(s):  
Jennifer A. Freeman ◽  
Michael A. Gottfried ◽  
Jay Stratte Plasman
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
The United States ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Data Set ◽  
Stem Majors ◽  
Career And Technical ◽  
Nationally Representative

Recent educational policies in the United States have fostered the growth of science, technology, engineering, and mathematics (STEM) career-focused courses to support high school students’ persistence into these fields in college and beyond. As one key example, federal legislation has embedded new types of “applied STEM” (AS) courses into the career and technical education curriculum (CTE), which can help students persist in STEM through high school and college. Yet, little is known about the link between AS-CTE coursetaking and college STEM persistence for students with learning disabilities (LDs). Using a nationally representative data set, we found no evidence that earning more units of AS-CTE in high school influenced college enrollment patterns or major selection in non-AS STEM fields for students with LDs. That said, students with LDs who earned more units of AS-CTE in high school were more likely to seriously consider and ultimately declare AS-related STEM majors in college.

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