ERIC Number: ED396390
Record Type: RIE
Publication Date: 1996-Apr
Reference Count: N/A
Reframing the Meaning of School Violence: Perceptions of Alberta Junior High School Students.
MacDonald, Irene M.; da Costa, Jose L.
Research on school violence has slowly gained momentum in Canada, underscoring the concern some educators are expressing about the frequency of behaviors that seriously disrupt student learning. This paper presents findings of a study that compared students' and administrators' perceptions of the nature, extent, awareness, and management of violent behavior in their schools. Data were derived from a questionnaire of 231 students in grades 7, 8, and 9 in 5 Alberta junior high schools and 28 junior high school administrators. Findings indicate that: (1) Students may be increasingly accepting violence as part of their schooling experience; (2) there are more student observers than victims or perpetrators of violence; (3) students are indecisive about the gravity of certain behaviors and hesitate to report violence due to fears of retaliation; and (4) administrators perceived violence to be less of a problem than did students and believed that they were more aware of the extent of violence than were students. Four recommendations are made for narrowing the "perception gap" between students and administrators: provide support services for victims of school violence; redesign discipline policies to recognize the interrelationships among victims, perpetrators, and witnesses; seek input from students on policies and practices; and support witnesses or victims who report violent incidents. Ten tables are included. (Contains 18 references.) (LMI)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996).