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Relevant bibliographies by topics / Indiscipline and Violence in Schools

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Journal articles

Academic literature on the topic 'Indiscipline and Violence in Schools'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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Journal articles on the topic "Indiscipline and Violence in Schools"

1

Lira, Adriana, and Candido Alberto Gomes. "Violence in schools: what are the lessons for teacher education?" Ensaio: Avaliação e Políticas Públicas em Educação 26, no. 100 (2018): 759–79. http://dx.doi.org/10.1590/s0104-40362018002601574.

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Abstract Considering that teachers play a fundamental role in overcoming violence in schools, this research identified adolescents’ perceptions of their teachers’ actions. The qualitative investigation involved immersion in a government-run lower secondary school in the urban outskirts of Brasília (Brazilian capital), documental analysis, live observation, semi-structured individual interviews and focus group sessions. The results detected the use of classroom methodologies typified by excessive oral exposition and copies, scarcely compatible with adolescents’ aspirations to achieve autonomy a

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Vóvio, Claudia Lemos, Vanda Mendes Ribeiro, Luiz Carlos Novaes, and Maria Helena Bravo. "Livros de ocorrência: Violência e indisciplina em escolas de território vulnerável." education policy analysis archives 24 (December 19, 2016): 126. http://dx.doi.org/10.14507/epaa.24.2561.

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This article suggests categories for the analysis of registries made in books of occurrences within state managed schools. Furthermore it verifies the categories’ pertinence for the comprehension of schooling environment in these institutions. In a context of vulnerable territories in which these institutions are set, violence and indiscipline are considered relevant to grasp what goes on in their midst. The document basis counts seven such books in each school, produced between 2007 and 2013. A significant difference between schools springs up, both in terms of quantity of registries and in t

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3

Scherer, E., Z. Scherer, L. Cavalin, and J. Rodrigues. "School Violence: Characterization of Occurrence's Records of a Public High School Institution." European Psychiatry 41, S1 (2017): S223—S224. http://dx.doi.org/10.1016/j.eurpsy.2017.01.2217.

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IntroductionActs of indiscipline, incivility and violence are common in the school environment and reflect on physical and mental health of those involved.ObjectiveTo characterize conflict records made by students, teachers/others and parents/guardians in a Brazilian high school institution.MethodQualitative research, exploratory documental. Studied 113 records from 2014 to 2016.Results“Indiscipline and Incivility”–75 records (66 by teachers/others and 9 by students) of students: improper use of clothes and accessories, cell phone use in class, not bringing material, dating in school, conversa

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4

Ruiz, Rosario Ortega. "Indiscipline or violence? The problem of bullying in school." Prospects 28, no. 4 (1998): 587–99. http://dx.doi.org/10.1007/bf02736974.

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Gathungu, Nancy Wangari, and Maroko Gilbert Mokua. "Relationship Between Peer Counseling Activities and Pupils’ Discipline in Public Primary Schools in Mathioya Sub-county, Murang’a County,." International Journal for Innovation Education and Research 9, no. 3 (2021): 168–73. http://dx.doi.org/10.31686/ijier.vol9.iss3.2984.

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Cases of disruptive behavior problems such as inattentiveness, bullying, violence, drug abuse, hitting other pupils, teasing others, yelling and complaining amongst pupils in public primary schools in Mathioya Sub-county are on the rise. The purpose of this study was to evaluate the relationship between peer counseling activities and pupils’ discipline in public primary schools. A sample size of 196 respondents were selected. The study established that there was significant relationship between peer counseling activities and pupils’ discipline at the p<0.05[r = 0.001, p = 0.001]. This indic

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6

Sanabria Carretero, Manuel A., Carlos Villanueva Gradín, and Mª Purificación García Álvarez. "Conductas de indisciplina, acoso y violencia en 1º y 2º de E.S.O." REOP - Revista Española de Orientación y Psicopedagogía 18, no. 2 (2014): 189. http://dx.doi.org/10.5944/reop.vol.18.num.2.2007.11311.

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RESUMENPara conocer las conductas de indisciplina y violencia escolar hemos seleccionado una muestra de 2.054 alumnos de 1º-2º ESO. Insultar es la conducta inadecuada más frecuente (94%), seguida de alterar e interrumpir en clase (90%), burlarse o molestar a compañeros (88%) y las peleas e intimidaciones con 78% y 68% respectivamente. La conducta de mayor gravedad es andar con drogas en el centro, seguida de faltar al respeto al profesor, peleas entre alumnos y fumar. Además, las conductas inadecuadas se muestran sensibles a los cambios madurativos del alumnado, disminuyendo significativamente

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7

Balasingam, Usharani, Azmawaty Mohamad Nor, and Shanina Sharatol Ahmad Shah. "CORPORAL PUNISHMENT IN MALAYSIAN PUBLIC SCHOOLS: LEGAL AND EDUCATIONAL PERSPECTIVES." IIUM Law Journal 27, no. 2 (2019): 525–48. http://dx.doi.org/10.31436/iiumlj.v27i2.462.

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There is a need to consider whether the current school environment cum climate and punishment for indiscipline or behaviour management in Malaysia is relevant and effective in the current age. Foundational values primarily begins at home and in schools. In this regard the school is viewed not only as a place of learning but as a community of relationships where bonds are built where characters and values are shaped. It needs to be a conducive environment for the successful realisation of the Malaysian Education Blueprint (2013-2025) to develop value driven, tolerant and responsible Malaysians.

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8

S. Adiaha, Monday, and David U. Ocheje. "Examination malpractices: an indisciplinary act towards a societal ruin, causes, agents, control and the way forward." International Journal of Scientific World 6, no. 1 (2017): 8. http://dx.doi.org/10.14419/ijsw.v6i1.8509.

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Examination Malpractices as an indisciplinary act towards a societal ruin was surveyed. Findings of this study presented examination malpractices as an act capable of dragging the society into ruin. Results of the statistical analysis were significant (p<0.005), proofing examination malpractices as an act been perpetrated in schools for the benefit of the parties involved. Different forms, causes and agents of examination malpractices have been identified, seeking a control guide where these factors can be tackled for the benefit of the Nigerian society and the world at large. The mode of l

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9

Uzoechina, Gladys Oby, Adaeze Oguegbu, Esther Akachukwu, and Victor Chekume Nwasor. "Teachers Awareness And Usage Of Non-Violent Strategies For The Maintenance Of Discipline In Nigerian Secondary Schools: A Situational Analysis." Journal of International Education Research (JIER) 11, no. 3 (2015): 143–52. http://dx.doi.org/10.19030/jier.v11i3.9365.

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This study sought to determine teachers level of awareness and usage of non-violent strategies/interventions for the maintenance of discipline in secondary schools in Anambra State, Nigeria. Corporal punishment has become an unwritten sine qua non for the maintenance of school discipline - often the first thought that comes to the minds of teachers in treating acts of indiscipline and deviance. From the Nnewi Education Zone, comprising four local government areas (LGAs), 200 teachers were selected for descriptive survey out of 996 teachers. Stratified random sampling was used such that the sch

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Merma-Molina, Gladys, and Diego Gavilán Martín. "Análisis de las valoraciones del alumnado para repensar la autoridad docente y la formación para la ciudadanía." Educatio Siglo XXI 37, no. 1 Mar-Jun (2019): 55–72. http://dx.doi.org/10.6018/educatio.363381.

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El incremento de la indisciplina y de la violencia escolar, la pérdida de autoridad del maestro y la falta de civilidad de los jóvenes es preocupante. Con el fin de analizar las causas y consecuencias de estos hechos, este estudio tienen comoobjetivos: 1) identificar los rasgos que caracterizan la autoridad de los profesores 2) Determinar los comportamientos que generan dichos rasgos en los alumnos y 3) analizar las relaciones entre la autoridad docente y ciudadanía. El instrumento de recogida de datos es el cuestionario Autoridad docente y convivencia, validado por el Grupo de investigación s

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