DE LA VIOLENCIA ESCOLAR A LA VIOLENCIA DE GÉNERO: ANÁLISIS DE INSTRUMENTOS

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Carolina Elizabeth San Lucas Solórzano ◽  
Sylvia Andrade ◽  
Elena Rosero ◽  
Héctor Gómez ◽  
Sonia Armas
Keyword(s):  
School Violence ◽  
School Environment ◽  
School Context ◽  
Synthesis Method ◽  
Gender Violence ◽  
Educational Institutions ◽  
Palabras Clave ◽  
Toma De Decisiones ◽  
Future Work ◽  
Violencia Escolar

La violencia escolar ocupa las mayores preocupaciones de los países a nivel mundial. Para estudiarla es necesario realizar un análisis de la afectación a niños en la escuela. En este trabajo, se estudió la actitud de los participantes en el entorno y estereotipos de violencia, con el fin de detallar lo que ocurre con la violencia en la etapa escolar. Nuestro trabajo es de revisión literaria, lo que nos ha conducido a las conclusiones y trabajos futuros importantes para la toma de decisiones en el contexto escolar relacionado a la violencia de género. El presente artículo de revisión es de tipo narrativo; para su redacción se utilizó el método de síntesis del conocimiento científico en base a rastreo y lectura de bibliografía referenciada, documentos que fueron seleccionados por sus contenidos entorno al marco conceptual de violencia escolar, así como, 2 instrumentos aplicados en 4 investigaciones en contextos escolares similares que arrojaron resultados sobre violencia en organizaciones educativas, estudios que fueron comparados y discutidos, como resultado se elaboran conclusiones, motivo para el desarrollo del actual estudio. Palabras Clave: violencia escolar, violencia de género, tipos de violencia. ABSTRACT School violence is one of our greatest global concerns. In order to study it, it is necessary to carry out an analysis of how children are affected. In this work, we examine the attitude of participants in a school environment and stereotypes of violence with the aim of providing details of what violence does within the school context. Our work is a literary review that has led to conclusions and important future work for decision making within the school context, namely that which is related to gender violence. This review article has a narrative style. It was elaborated using the scientific synthesis method. It is based on observation, the reading of referenced bibliographical material, as well as documents that were selected for their contents regarding the conceptual framework of school violence. In addition, it analyses 2 instruments that were applied in 4 research studies in similar school contexts, namely those that obtained results about violence in educational institutions. It also incorporates studies that were compared and discussed. As a result, conclusions were elaborated, which was the motive for writing the present article. Keywords: school violence, gender violence, types of violence. Recibido: agosto de 2016Aprobado: septiembre de 2016

scholarly journals "Ella lo provocó": el enfoque de género en la comprensión de la violencia escolar

2019 ◽  
Vol 37 (2) ◽  
pp. 363-378 ◽  
Author(s):  
Berenice Pacheco-Salazar ◽  
Julián López-Yáñez
Keyword(s):  
School Violence ◽  
Gender Stereotypes ◽  
Physical Violence ◽  
Participant Observation ◽  
Female Students ◽  
Gender Violence ◽  
Creative Play ◽  
Desarrollo Profesional ◽  
Gender Based ◽  
Violencia Escolar

El objetivo de este trabajo es analizar la presencia de los estereotipos de género en las dinámicas de violencia escolar. Se realizó un estudio descriptivo con diseño cualitativo en dos centros educativos en República Dominicana, a partir de una muestra de 604 estudiantes entre 9 y 16 años. Las técnicas de levantamiento de información fueron talleres lúdicos-creativos, grupos focales y observación no participante. Los resultados evidencian que el arraigo a los roles estereotipados de género se constituye en un perpetuador de la violencia escolar. Esto se expresa en la violencia verbal y física y, de manera aún más dramática, en la violencia sexual, de la cual las alumnas siempre son las principales víctimas. Además, la socialización diferenciada produce que manifestaciones de violencia de género en la escuela sean invisibilizadas. Los hallazgos plantean la necesidad de formar a estudiantes en igualdad de género y educación afectivo-sexual, e integrar el enfoque de género y la coeducación en el desarrollo profesional docente a fin de que los centros educativos puedan desarrollar un abordaje preventivo y no reduccionista de la violencia escolar. The aim of this research is to analyze the presence of gender stereotypes in the dynamics of school violence. A descriptive study with qualitative design was carried out in two schools in the Dominican Republic, from a sample of 604 students between the ages 9 to 16 years old. The information-gathering techniques included creative play workshops, focus groups, and non-participant observation. The results demonstrate that the deeply-rooted gender stereotypes constitute a perpetuating support of school violence. This is expressed in verbal and physical violence and, even more severely, in sexual violence, of which female students are always the main victims. Furthermore, differentiated socialization renders manifestations of gender violence in school invisible. These findings raise the need to train students in gender equality and affective-sexual education, and to integrate a gender-based approach in the professional development of teachers in order to achieve a preventive approach to school violence.

scholarly journals Conflitos em instituições escolares no estado de São Paulo: mediação e mediadores

2020 ◽  
Vol 13 (1) ◽  
pp. 13
Author(s):  
Pedro Demo ◽  
Renan Antônio da Silva
Keyword(s):  
Public Schools ◽  
School Violence ◽  
Restorative Justice ◽  
School Environment ◽  
Sao Paulo ◽  
Protection System ◽  
Mediation Process ◽  
São Paulo ◽  
Politica Publica ◽  
Violencia Escolar

Os conflitos menos graves devem ser reconhecidos e enfrentados no âmbito escolar, por meio de práticas de mediação e de justiça restaurativa, com o envolvimento e a participação democrática da comunidade escolar. A Secretaria de Estado da Educação de São Paulo (SEE/SP) criou o Sistema de Proteção Escolar (SPEC), em 2010, que buscava resolver ou minimizar o problema da violência e dos conflitos nas escolas públicas estaduais. O objetivo central deste trabalho foi o de verificar os dificultadores na implantação deste programa e os impactos negativos nas e para as instituições escolares. A metodologia adotada foi a da pesquisa bibliográfica, com o levantamento dos temas pertinentes ao SPEC e das legislações, que serviu de base para descrever e discutir os dificultadores. Observou-se, no entanto, que havia poucos estudos sobre o Sistema de Proteção Escolar e que estavam temporalmente defasados. Desta forma, foi realizada uma investigação atualizada, apontando os problemas em relação ao programa. A partir disto, foram elencadas propostas para que o SPEC fosse repensado pela SEE/SP, a fim de não se tornar mais um fracasso como política pública. Por fim, considerou-se a necessidade de ações formativas e contínuas com os servidores das escolas, principalmente acerca dos temas relacionados à mediação e à justiça restaurativa; de mudanças na legislação, que garantam a permanência de professores mediadores nas escolas; de seleção de profissionais com observação de perfil, para liderar o processo de mediação nas escolas; e de avaliação constante deste trabalho nas instituições escolares e do próprio programa.Palavras-chave: Violência escolar. Mediação e mediadores de conflitos. Processo formativo.Conflicts in school institutions in the state of São Paulo: mediation and mediatorsABSTRACTLess serious conflicts must be recognized and addressed in the school environment through mediation and restorative justice practices, with the democratic involvement and participation of the school community. The São Paulo State Department of Education (SEE / SP) created the School Protection System (SPEC) in 2010, which sought to solve or minimize the problem of violence and conflict in state public schools. The main objective of this work was to verify the difficulties in the implementation of this program and the negative impacts on and for the school institutions. The methodology adopted was the bibliographic research, with the survey of the pertinent topics to the SPEC and the legislations, which served as a basis to describe and discuss the difficulties. However, it was observed that there were few studies on the School Protection System that were temporally out of date. Thus, an updated investigation was conducted, pointing out the problems in relation to the program. From this, proposals were listed for the SPEC to be rethought by SEE / SP, in order not to become a failure as a public policy. Finally, it was considered the need for continuous and formative actions with the school staff, mainly on the themes related to mediation and restorative justice; changes in legislation to ensure that mediating teachers remain in schools; selecting professionals with profile observation to lead the mediation process in schools; and constant evaluation of this work in school institutions and the program itself.Keywords: School violence. Mediation and conflict mediators. Training process.Conflictos en instituciones escolares en el estado de São Paulo: mediación y mediadoresRESUMENLos conflictos menos graves deben ser reconocidos y enfrentados en el ámbito escolar, a través de prácticas de mediación y de justicia restaurativa, con la involucración y la participación democrática de la comunidad escolar. La Secretaría de Estado de Educación de São Paulo (SEE/SP) creó el Sistema de Protección Escolar (SPEC), en 2010, que buscaba resolver o mitigar el problema de la violencia y de los conflictos en las escuelas públicas estaduales. El objetivo central de este trabajo fue el de verificar los impedimentos en la implementación de este programa y los impactos negativos en las y para las instituciones escolares. La metodología adoptada fue la de investigación bibliográfica, con la búsqueda de temas pertinentes al SPEC y de las legislaciones, que sirvió de base para describir y discutir los impedimentos. Se observó, entonces, que había pocos estudios acerca del Sistema de Protección Escolar y que lo habían caducado. De esta forma, fue realizada una investigación actualizada, señalando los problemas relacionados con el programa. Con base en ello, fueron agrupadas propuestas para que el SPEC fuera repensado por la SEE/SP, a fi n de no volverse más un fracaso como política pública. Por último, se consideró la necesidad de acciones formativas y continuas con los servidores de las escuelas, principalmente, acerca de los temas relacionados con la mediación y con la justicia restaurativa; de mudanzas en la legislación, que garantizan la permanencia de profesores mediadores en las escuelas; de selección de profesionales con observación de perfil, para liderar el proceso de mediación en las escuelas; y de evaluación constante de este trabajo en las instituciones escolares y del propio programa.Palabras clave: Violencia escolar. Mediación y mediadores de conflictos. Proceso formativo.

scholarly journals Percepciones de estudiantes y docentes sobre las manifestaciones de la violencia escolar en colegios públicos urbanos

2017 ◽  
Vol 2 (1) ◽  
pp. 78
Author(s):  
Magola Del Carmen Quintero-Coronel
Keyword(s):  
Public Schools ◽  
Violence Prevention ◽  
School Violence ◽  
Educational Institutions ◽  
Quantitative Methodology ◽  
Perceptions Of Students ◽  
Alpha Reliability ◽  
The Face ◽  
Descriptive Approach ◽  
Violencia Escolar

ResumenLa presente investigación tiene como objetivo diagnosticar las manifestaciones de la violencia escolar y las posibles acciones que visualizan estudiantes y docentes para su  prevención y atención  en los colegios públicos de la zona urbana de Cúcuta. Para evaluar la percepción se utilizó una metodología cuantitativa, con un enfoque descriptivo de carácter exploratorio. Se aplicó una encuesta en escala Likert sistematizada en el software Dyane y la hoja de cálculo Excel. El instrumento se validó mediante el coeficiente de confiabilidad Alfa de Cronbach. La muestra fue de 364 estudiantes, cuyas edades oscilan  entre los 10  y 16 años, y 101 docentes de Educación Básica Secundaria. Los resultados de la investigación establecieron la existencia de una percepción similar entre educandos y educadores ante el fenómeno de la violencia, coincidiendo en las formas de manifestación, así como también en los lugares desde donde se suscitan estas acciones. Asimismo los participantes  plasman su visión acerca de cómo las instituciones educativas pueden implementar estrategias para prevenir y atender las manifestaciones de la violencia escolar.Palabras claves: violencia escolar, manifestaciones de la violencia, prevención de la violencia escolar, colegios públicos Perceptions of students and teachers about the manifestations of school violence in urban public schoolsAbstractThe objective of this study is to analyze the manifestations of school violence and the possible responses that students and teachers visualize for its prevention and attention in public schools in the urban area of Cucuta. In order to evaluate the perception, a quantitative methodology coupled with a descriptive approach of an exploratory nature was employed. A Likert scale survey was applied, systematized in the Dyane software and Excel spreadsheet. The instrument was validated using the Cronbach's alpha reliability coefficient. The sample consisted of 364 students, whose ages range between 10 and 16 years, and 101 teachers of Basic Secondary Education. The results of the research establish the existence of a similar perception among students and educators in the face of the phenomenon of violence, coinciding in the forms of manifestation, as well as in the places from which these actions are generated. Likewise, the participants describe their vision of how educational institutions can implement strategies to prevent and address manifestations of school violence.Keywords: school violence, manifestations of violence, prevention of school violence, public schools Percepções de estudantes e professores sobre as manifestações de violência escolar nas escolas públicas urbanasResumoA presente investigação visa diagnosticar as manifestações de violência escolar e as possíveis ações que os alunos e os professores visualizam para sua prevenção e atenção nas escolas públicas da área urbana de Cúcuta. Para avaliar a percepção, utilizou-se uma metodologia quantitativa, com abordagem descritiva de natureza exploratória. Uma pesquisa em escala Likert sistematizada no software Dyane e na planilha Excel foi aplicada. O instrumento foi validado usando o coeficiente de confiabilidade alfa de Cronbach. A amostra foi de 364 alunos, cujas idades variam entre 10 e 16 anos, e 101 professores de Educação Básica e Secundária. Os resultados da pesquisa estabelecem a existência de uma percepção semelhante entre estudantes e educadores diante do fenômeno da violência, coincidindo nas formas de manifestação, bem como nos locais onde essas ações ocorrem. Da mesma forma, os participantes refletem sua visão sobre como as instituições educacionais podem implementar estratégias para prevenir e atender as manifestações da violência escolar.Palavras-chave: violência escolar, manifestações de violência, prevenção de violência escolar, escolas públicas

scholarly journals VIOLÊNCIA ESCOLAR NO MUNICÍPIO DE APUCARANA: UMA ANÁLISE A PARTIR DAS OCORRÊNCIAS ATENDIDAS PELA PATRULHA ESCOLAR COMUNITÁRIA.

Revista LEVS ◽  
2017 ◽  
Vol 19 (19) ◽  
Author(s):  
Douglas Pereira SILVA
Keyword(s):  
School Violence ◽  
School Environment ◽  
Community School ◽  
Social Science Theory ◽  
Teacher Student ◽  
Bodily Injury ◽  
Science Theory ◽  
School Events ◽  
Violencia Escolar

Resumo: A questão norteadora do trabalho foi procurar compreender qual o papel da polícia no ambiente escolar, dentro da filosofia do policiamento comunitário. A hipótese fundamental alicerçou-se no fato que os eventos que ocorrem no ambiente escolar, principalmente na relação entre pessoas (professor-aluno, aluno-aluno, aluno-funcionário, etc.) são aqueles classificados pelos pesquisadores como microviolências ou incivilidades.  Nesse aspecto, os eventos, vítimas e autores das principais ocorrências escolares foram identificados. Em seguida, foram selecionadas determinadas ocorrências policiais, como a lesão corporal, desacato, ameaça, vias de fato, injúria e, com o auxílio da teoria das ciências sociais, procurou-se identificar se o evento era da competência da polícia ou se poderia ser resolvido por outras formas. Com os resultados obtidos, procurou-se identificar um conjunto de recomendações necessárias à atuação da patrulha escolar comunitária. Palavras-Chave: Violência escolar; Município de Apucarana; Patrulha escolar comunitária; Funções. Summary: The guiding question of the work was to understand the role of the police, in the school environment, within the philosophy of community policing. The fundamental hypothesis was based on the fact that the events that occur in the school environment, especially in the relationship between people (teacher-student, student-student, student-employee, etc.) are those classified by researchers as microviolence or incivilities. In this aspect, the events, victims and authors of the main school events were identified. Next, certain police events were selected, such as bodily injury, contempt, threat, confusion, injury and, with the help of social science theory, we tried to identify If the event was within the competence of the police or if it could be resolved in other ways. With the results obtained, we tried to identify a set of recommendations necessary for the community school patrol. Key Words: School violence, City of Apucarana; Community; school patrol; Functions.

scholarly journals Bullying e Processos de Escolarização: Diálogos e Perspectivas Pedagógicas

2019 ◽  
Vol 20 (3) ◽  
pp. 237
Author(s):  
Vanessa Costa Gonçalves Silva ◽  
Raquel Martins Fernandes Mota ◽  
Maria Das Graças Campos
Keyword(s):  
High School ◽  
Human Rights ◽  
Literature Review ◽  
School Violence ◽  
Psychosocial Development ◽  
School Environment ◽  
Main Element ◽  
Contemporary Society ◽  
Development Stages ◽  
Violencia Escolar

Os processos de escolarização são marcados por etapas diversas de um desenvolvimento psicossocial, alguns fatos e intervenções podem interferir neste processo significativamente, dentre estes se destaca a violência escolar, como forte elemento que despotencializa os resultados. Como intervir pedagogicamente de modo a prevenir, combater e tratar o bullying é uma das questões levantadas pelo grupo de pesquisa em Humanidades e Sociedade Contemporânea do IFMT e aqui elencada, com o objetivo de perceber as subjetividades no processo e como atuar na perspectiva pedagógica em relação a mesma. Foram pesquisadas sete escolas, entre 2016 e 2018, com questionário diagnóstico sobre bullying e violação dos Direitos Humanos. Apresentam-se alguns resultados da pesquisa e intervenções realizadas, bem como revisão de literatura sobre a atuação pedagógica. Dos 616 estudantes, 121 afirmaram ter sofrido violação de seus direitos no ambiente escolar (21,3%); os mesmos sugeriram várias atividades para combater o bullying, das quais algumas foram realizadas de modo satisfatório. Percebe-se que ao trabalhar no Ensino Médio, o protagonismo jovem é o elemento principal para atuar em prol da preservação dos direitos humanos de um modo geral. Palavras-chave: Ensino. Violência Escolar. Direitos Humanos. Currículo. AbstractThe schooling processes are marked by different  psychosocial development stages, some facts and interventions can significantly interfere in this process, among them the school violence stands out as a strong element that deprives the results. How to interfere pedagogically in order to prevent, combat and treat bullying,  is one of the questions raised by the research group on Humanities and Contemporary Society of IFMT and here listed, having as an aim of perceiving the subjectivities in the process and how to act in the pedagogical perspective in relation to it. Seven schools were surveyed, between 2016 and 2018, with a diagnostic questionnaire on bullying and human rights violations. Some results of the research and interventions carried out are exhibited, as well as a literature review about the pedagogical performance. From 616 students that answered the questionnaire,  121 reported having suffered a violation of their rights in the school environment (21.3%); they suggested several activities to combat bullying, which ones were carried out satisfactorily. It is noticed that when it is worked in high school, the young protagonism is the main element to act for the  human rights preservation in general. Keywords: Teaching. School Violence.Human Rights.Curriculum 

Modern strategies to address school violence

2020 ◽  
Vol 6 (6) ◽  
Author(s):  
Dr.Sherin Hassan Mabrouk Zedain ◽  
Dr.Rania Mohammed Abdul Jawad
Keyword(s):  
School Violence ◽  
School Environment ◽  
Scientific Meeting ◽  
Psychological Climate ◽  
Educational Institutions ◽  
Negative Effects ◽  
Working Paper ◽  
The Family ◽  
Secure Environment ◽  
The Individual

The second school environment after the family where the child continues to grow psychological, social and prepared for future life, they play a pivotal role in the community and to be able to perform the educational function must be a safe environment is available, someone, from various studies that the psychological climate and Educational positive at school helps in psychological development and social and acquire behavioral patterns normal, but the phenomenon of violence in some schools have made it a non-secure environment where the child feels fear of insecurity, Valmlahz in recent years about the growing phenomenon of violence in educational institutions in all societies, which pay greater attention to studying this topic phenomenon because of its negative effects on the individual and society as a whole. And for the purpose of reducing the phenomenon of school violence found many programs and strategies that are used to help students reduce the unit's aggressive and thereby reduce violence in schools because of early intervention to prevent school violence can lead to reducing the severity and therefore the negative effects of it, and so through the concerted efforts of all educational institutions to develop new strategies to address school violence, and here came the problem of the working paper, which is based on the fifth axis in the scientific meeting (about education without violence).

scholarly journals Variables Proximales relacionados con Violencia Escolar y Bullying en alumnado de bachillerato

2015 ◽  
Vol 7 (2) ◽  
pp. 185 ◽  
Author(s):  
Brenda Mendoza ◽  
Tania Morales ◽  
Yazmín Arriaga
Keyword(s):  
High School ◽  
Prosocial Behavior ◽  
School Violence ◽  
Total Population ◽  
Basic Education ◽  
School Context ◽  
Intervention Programs ◽  
Disruptive Behaviour ◽  
Effects Of Bullying ◽  
Violencia Escolar

RESUMEN: La descripción del bullying se ha centrado principalmente en alumnado de educación básica, por lo que se hace necesario describir más este comportamiento en alumnado de educación media superior permitiendo así delinear protocolos de actuación y programas de intervención. El objetivo es conocer diferencias significativas entre grupos de alumnos que participan en violencia escolar, bullying y los que no se Involucran, en función de variables proximales como el comportamiento disruptivo, conflicto entre profesor-alumno, comportamiento antisocial y prosocial así como los efectos de la agresión en el contexto escolar. En el presente estudio participaron 1263 estudiantes de bachiller (rango de edad 15 a 20 años), 55% mujeres y 45% varones (población total de una escuela preparatoria), los alumnos contestaron un instrumento en línea que permite identificar el tipo de agresión que ejerce o recibe, comportamiento antisocial, prosocial, así como los efectos del bullying. Los resultados permiten identificar que los alumnos se clasifican en tres tipos: No Involucrados, víctima acosador en violencia escolar y víctima/acosador de bullying. Se concluye que son los alumnos que participan en bullying los que exhiben comportamiento antisocial, tienen menos amigos, presentan más conductas disruptivas en el aula, y tienen más conflictos en la interacción con el profesorado.Proximal Variables Related to School Violence and Bullying in High School Students.ABSTRACT: Description of bullying has mainly focused on pupils in basic education, for which it is necessary to describe more this behavior in students of education average superior to allowing delineate protocols of action and intervention programs. The objective is to know differences between groups of students participating in school violence, bullying and which not is involved, depending on variables proximal as disruptive behaviour, conflict between professors and students, antisocial and prosocial behavior as well as the effects of the aggression in the school context. In the present study participated 1263 Bachelor (age 15-20 year range), 55% female and 45% male (total population of a school), the students answered a tool online that allows you to identify the type of aggression that exercises or receives antisocial, prosocial behavior, as well as the effects of bullying. The results allow to identify which students are classified into three types: not involved, harassing victim in school violence and bullying victim/stalker. It is concluded that they are students involved in bullying those who exhibit antisocial behavior, have fewer friends, present more disruptive behaviour in the classroom, and have more conflicts in the interaction with the faculty.

scholarly journals VIOLÊNCIA NA ESCOLA BÁSICA: um estudo de caso envolvendo redes pública e privada em Palmas – TO

2018 ◽  
Vol 4 (6) ◽  
pp. 794-825
Author(s):  
Wesley Da Silva Santos ◽  
Patricia Medina
Keyword(s):  
Elementary Schools ◽  
School Violence ◽  
Western Society ◽  
Palabras Clave ◽  
Education School ◽  
Major Incidents ◽  
The Subject ◽  
Keywords Education ◽  
Los Grupos ◽  
Violencia Escolar

Este artigo trata de violência nas escolas, que é um fenômeno que há muito permeia a sociedade ocidental e tem sido alvo de várias discussões e pesquisas.  Neste artigo foi elaborado um estudo comparativo de duas escolas de Ensino Fundamental no Estado do Tocantins: a Escola Municipal Estevão de Castro e o Colégio Batista de Palmas. Os sujeitos respondentes da pesquisa foram os funcionários destas instituições que foram consultados de modo a conformar os índices de violência registrados, e relacionar tipos, grupos envolvidos, locais de maiores incidentes na escola e frequência com que ocorrem, assim como entender as relações dos índices com o ambiente de cada instituição, que foram contextualizadas a partir de tipo de educação oferecida, tipo de público atendido e localização. Foi constatado que embora existam muitas distinções entre as escolas os índices de violência em todos os sentidos abordados são muito semelhantes. Os principais resultados foram: que os grupos mais envolvidos em ambas as instituições são os alunos que entre si praticam os três principais tipos de violência.   PALAVRAS-CHAVE: Educação; Violência Escolar; Alunos; Professores; Incivilidades.     ABSTRACT This article deals with violence in schools, which is a phenomenon that has long permeated Western society and has been the subject of several discussions and research. In this monograph a comparative study of two elementary schools in the State of Tocantins was elaborated: The Municipal School Estevão de Castro and the Baptist College of Palmas. The respondents of the research were the employees of these institutions who were consulted in order to conform the registered violence rates, and to relate types, groups involved, locations of major incidents in the school and the frequency with which they occur, as well as to understand the relations of the indices with the environment of each institution, which were contextualized based on the type of education offered, type of public attended and location. It was found that although there are many distinctions between schools, the rates of violence in every sense addressed are very similar. The main results were: that the groups most involved in both institutions are the students who practice the three main types of violence among themselves.   KEYWORDS: Education; School Violence; Students; Teachers; Incivilities.     RESUMEN Este artículo trata de la violencia en las escuelas, que es un fenómeno que ha penetrado durante mucho tiempo en la sociedad occidental y ha sido objeto de varias discusiones e investigaciones. En esta monografía se elaboró un estudio comparativo de dos escuelas primarias en el estado de Tocantins: la Escuela Municipal Estevão de Castro y la Escuela Bautista de Palmas. Los encuestados fueron los empleados de estas instituciones que fueron consultados para conformar las tasas de violencia registradas, y para relacionar los tipos, los grupos involucrados, la ubicación de los principales incidentes en la escuela y la frecuencia con la que ocurren, así como a comprender las relaciones de los índices con el entorno de cada institución, que se contextualizaron en función del tipo de educación ofrecida, tipo de público atendido y ubicación. Se encontró que, aunque hay muchas distinciones entre las escuelas, las tasas de violencia en todos los sentidos son muy similares. Los principales resultados fueron: que los grupos más involucrados en ambas instituciones son los estudiantes que practican los tres principales tipos de violencia entre ellos.   PALABRAS CLAVE: Educación; Violencia Escolar; Estudiantes; Profesores; Incivilidad.

Benchmarking industrial engineering programs

2018 ◽  
Vol 25 (4) ◽  
pp. 1194-1212 ◽  
Author(s):  
Anh Tuan Nguyen ◽  
Nguyen Vang-Phuc Nguyen
Keyword(s):  
Best Practices ◽  
Conceptual Framework ◽  
Resource Selection ◽  
Industrial Engineering ◽  
Educational Institutions ◽  
Content Type ◽  
Engineering Programs ◽  
Self Study ◽  
The Usa ◽  
Future Work

Purpose The purpose of this paper is to identify the best practices of industrial engineering (IE) programs that could be learnt and used at other educational institutions. Design/methodology/approach Nine IE programs in the USA are benchmarked using a conceptual framework that considers an educational program as a system consisting of a purpose, a curriculum, resources, and quality processes. The information used in benchmarking is collected from the program self-study reports, course catalogs, and websites which are available on the internet. Findings It is found that in spite of their diversity in history, missions, sizes, and reputations, the studied programs are rather unified in terms of purpose definition, curriculum formation, resource selection, and quality process usage. From the analysis, a template of IE curriculum is proposed. Research limitations/implications As the selection of the studied programs is based on the availability of the information, the findings may not be representative for IE programs in the USA. Future work can aim at comparing IE programs from various countries. Practical implications The findings could be used as benchmarks by IE schools interested in the improvement of operations. Originality/value A conceptual framework for benchmarking is proposed and proves useful for comparing educational programs. The findings represent the current best practices at IE schools in the USA.

scholarly journals Child witnesses of domestic violence: Potential implications on procedures used by educational institutions

2018 ◽  
Vol 50 (2) ◽  
pp. 286-306
Author(s):  
Tanja Ignjatovic
Keyword(s):  
Domestic Violence ◽  
Social Relations ◽  
School Environment ◽  
Traumatic Experience ◽  
Educational Institutions ◽  
School Activities ◽  
Community Institutions ◽  
Exposure To Domestic Violence ◽  
The Family ◽  
Available Information

Children?s witnessing scenes of violence in the family context incurs numerous and diverse consequences on their health and wellbeing, including school activities and personal achievement, their social relations and risk of subsequent bullying behaviour or victimization at school. At the same time, the school environment can play an important role in developing strategies of overcoming and recovering from the traumatic experience such as one?s exposure to domestic violence. This paper presents an overview of the main foreign and domestic findings on the connection between violence against children and violence against women, their mothers, the consequences that violence in a partnership has on various aspects of childrens? development and health, children?s strategies for overcoming and their resilience, and institutional reactions to childrens? testimony about instances of domestic violence. Special attention is placed on the implications that this phenomenon has on the operation and responsibility educational institutions to ensure a safe environment for these children within the family and at school and to provide them with assistance and support. This points to the importance of the relevant regulations and their interpretations, the dilemmas that teachers and schools can face in their application, available information and expertise, the development of close collaboration between schools and relevant community institutions, or the systematic and systematic nature of capacity building for teachers and schools for attentive and the consistent application of preventive and intervention programs.

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