Violence In the Classroom

Bender, William N.; McLaughlin, Phillip J.

doi:10.1177/105345129703200401

Cited by 11 publications

(5 citation statements)

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“…To clarify this issue, individual studies evaluated the differential efficacy of school violence prevention programs. For example, researchers who studied the addition of trainers/mentors to violence prevention programs found that through this insurance of a safe learning environment, greater program effectiveness resulted (Bender & McLaughlin, 1997;Shulman, 1996). Marchant, Paulson, & Rothlisberg (2001) also found that approachable and supportive teachers significantly increased student motivation and feelings of academic competence.…”

Section: Current School Violence Prevention Programsmentioning

confidence: 99%

A school‐based violence prevention model for at‐risk eighth grade youth

Rollin

Kaiser-Ulrey

Potts

et al. 2003

Psychology in the Schools

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This study examined the effectiveness of a school and community-based violence prevention program for at-risk eighth-grade students in three public schools in Florida. School officials matched intervention students with community-based mentors in an employment setting to allow targeted youth to explore careers and receive one-on-one intervention from an adult mentor. Intervention students were compared to a control group of students not receiving mentorship services. This study used MANOVA and t-test analyses to examine six outcomes measured: (1) unexcused absences; (2) number of in-school suspensions; (3) number of days of in-school suspensions; (4) number of out-of-school suspensions; (5) number of days of out-of-school suspensions; and (6) total number of infractions committed on school property. The findings suggested that mentored students, as compared to control group students, had significant reductions in total number and days of suspensions, days of sanction, and infractions committed on school property.

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Section: Current School Violence Prevention Programsmentioning

confidence: 99%

A school‐based violence prevention model for at‐risk eighth grade youth

Rollin

Kaiser-Ulrey

Potts

et al. 2003

Psychology in the Schools

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show abstract

“…Thomas Bender notes that "America's rural cemeteries were explicitly designed for both the living and the dead." 32 In addition to their natural setting, lawn cemeteries appealed to Americans because of their location on the outskirts of the city or town. Their proximity yet separateness from urban centers allowed visitors to get away for a brief period in order to refresh their spirits.…”

Section: "On a Little Wooded Slope"mentioning

confidence: 99%

Walt Whitman's Tomb

Mullins

2024

Walt Whitman Quarterly Review

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In letters and conversations with friends and acquaintances, Whitman's ideas about his "burial house" gradually took shape over the four years prior to his death in March 1892. The completion of Whitman's tomb represented the culmination of a complicated series of decisions. While the location of Whitman's tomb, its design, and its cost are topics that have received various critical and biographical interpretations, this essay includes recently uncovered materials that provide a clearer understanding of the process that unfolded in the years prior to Whitman's death regarding his tomb. 

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“…Systems level interventions that will serve to deter violence in school and agency settings include the development of policies on the consequences of threatening behavior, reporting, and responding to threatening behavior. Also, installing metal detectors and security cameras, adopting zero‐tolerance weapons policies, strategic use of security officers, and use of mediation programs can serve to create a safe learning environment (Bender & McLaughlin, 1997; Katz, 1997).…”

Section: Conceptual Framework On Disruptive Behaviormentioning

confidence: 99%

Dealing with Disruptive Behavior of Adult Learners

Dobmeier¹,

Moran²

2008

New Horizons in Adult Education and Human Resource Development

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The adult education literature on disruptive behavior of adult learners was reviewed and a survey on disruptive behavior of adult learners was conducted with adult educators. The findings are synthesized in a conceptual framework for understanding the types and causes of disruptive behavior, which fall into the categories of inattention, acting‐out, and threatening/harmful/violent. Factors that may contribute to disruptive behavior are the presence of a disability; history of an impoverished social background and/or of exposure to personal violence; personal stressors such as child care and job demands; and, in the learning environment, inadequate instruction, disconnection with the instructor and/or other learners, and ineffective intervention by the instructor. A set of guidelines is offered for preventing and managing disruptive behavior. It is further recommended that research be directed toward identifying interventions that are effective with specific adult education populations and how to train adult educators to deal with disruptive behavior.

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Violence In the Classroom

Cited by 11 publications

References 0 publications

A school‐based violence prevention model for at‐risk eighth grade youth

A school‐based violence prevention model for at‐risk eighth grade youth

Walt Whitman's Tomb

Dealing with Disruptive Behavior of Adult Learners

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