Figure - uploaded by David R. Lyon
Content may be subject to copyright.
Source publication
Contexts in source publication
Context 1
... weapon involvement, and only in 2% (n = 10) of the incidenis was a weapon aciually used against an teacher. As indicated in Table 8, the majority of weapons can be characierized as either stabbing-iype instruments (e.g., pencils, scissors, etc.) or projectiles (e.g., book, blackboard brush, etc.). None of the reporied incidents involved the actual presence or discharge of a firearm, although the use of firearms was threatened in three cases. ...Context 2
... respect to victin-perpetrator relationship, the majority of teachers (71%) were victimized by a student. In most cases, student perpetrators were someone the teacher worked with directly, but occasionally they were students from other classrooms, or students/youths from outside the school (see Table 8). Parenis, guardians, or adult family members of a student at the school, were the next largest group of perpetrators (16%), while administrators, other teachers, and support staff, collectively, were responsible for the smallest proportion of violence. ...Context 3
... Table 18 indicates, greater satisfaction with the resolution of an incident was associated with cases in which no injuries were sustained, no time from work was lost, and some form of positincident action was taken by an educational authority or outside agency. Respondents were less likely to report being satisfied when the incident was instrumenial in nature, involved covert violence, and the perpetrator was a school staff member. ...Similar publications
Helochares punctatus (Sharp) is reported as established in southwestern British Columbia, Canada.
Gleicher Name, verschiedene Dinge. – Die vorliegende Arbeit, die etwas verspätet dem Andenken von Prof. Dr. Ernst Eichler gewidmet ist, beschreibt die zwei gegensätzlichen Tendenzen in der Namengebung, einerseits in der identischen Namengebung in den ursprünglichen sorbisch/polabisch/pomoranischen Gebieten Deutschlands, andererseits in der heutigen...
Citations
... School location is also related to school violence, with urban teachers (in the U.S.) most likely to experience aggressive and violent behavior from students, such as obscene gestures/remarks, harassment, verbal threats, and theft of personal property (Bounds & Jenkins, 2016;McMahon et al., 2014). Several studies have shown that teachers in secondary schools are more likely to be victimized than those in lower grade levels (Kauppi & Pörhölä, 2012;Lyon & Douglas, 1999). In the present study, we included gender, school location (i.e., rural, urban, and suburban), and grade levels (i.e., middle, high, and combined secondary schools) as demographic variables. ...
The goal of this study is to examine individual-level and school-level predictors of teacher victimization (TV) by students in China based upon the multilevel social-ecological framework. A sample of 1,711 teachers (7th to 12th grade) from 58 schools from eight provinces in mainland China completed measures of teacher victimization (i.e., physical TV, verbal TV, social TV, cyber TV, sexual harassment, and personal property offenses) by students, school-wide bullying and disciplinary practices, and demographics. In the present sample, 25.1% of teachers reported that they experienced at least one of the six forms of victimization from students in the past school year. Prevalence of teacher victimization ranged from 4.0% (physical victimization) to 16.8% (social victimization). Male teachers were more likely to experience all forms of TV and homeroom teachers were more likely than non-homeroom teachers to experience social TV. Schools with fewer students, but higher number of teachers, also had higher levels of TV. Student bullying and punitive disciplinary practices at the teacher level were associated with higher levels of most forms of TV. Implications of these findings are discussed.
... First, when educators are exposed to school violence, they may be precluded from performing their academic and related functions effectively (Masitsa 2011). In the light of the foregoing, it is important to have knowledge and understanding of educator awareness and exposure to violence at schools either as victims or witnesses as it negatively impacts them (Lyon and Douglas 1999;Chen and Astor 2009;Geissler 2015) in a variety of ways inclusive of, but not limited to attrition, burnout, mental health, and teaching quality. Educator experiences with school-based violence is also important as it impacts teacher attrition (Geissler 2015), school matters, and the policies they support, helps teachers to recognize the signs that students may display when they are at risk for violent behaviors, assist teachers in better understanding school violence, and assist them to better communicate with students, and/or assist them in solving problematic issues. ...
School violence is a significant problem for educators in Small
Island Developing States (SIDS) and has been recognized as a pervasive
problem which affects many individuals. This study analyzed
the experiences (characteristics and frequency) of educators in four
SIDS in the Caribbean regarding their exposure to school violence.
Three hundred self-administered questionnaires were randomly
distributed to teachers in Barbados, St. Lucia, St. Vincent and the
Grenadines, and Trinidad and Tobago regarding the character and
frequency of violence at schools. After the data were cleaned, 120
questionnaires were found to contain valid data. Quantitative analyses
of these questionnaires revealed a wide range of violent acts at
schools in the Caribbean. Thirty-eight percent of the respondents
reported having witnessed five or more acts of school violence per
month, 33% witnessed three to four acts of school violence per
month, and 29% witnessed one to two acts of school violence per
month. Weapons of choice for these violent acts included knives,
bottles, belts, bottles, fists, and feet. The use of firearms was hardly
ever witnessed by the respondents. Analyses also indicated that
children as young as 5 years old were involved in school violence;
however, there was a concentration of violence at schools perpetrated
by students aged 11–15. Policy implications and directions
for future research are discussed.
Keywords: School violence; Educator; Small Island Developing
States; Caribbean
... First, when educators are exposed to school violence, they may be precluded from performing their academic and related functions effectively (Masitsa 2011). In the light of the foregoing, it is important to have knowledge and understanding of educator awareness and exposure to violence at schools either as victims or witnesses as it negatively impacts them (Lyon and Douglas 1999;Chen and Astor 2009;Geissler 2015) in a variety of ways inclusive of, but not limited to attrition, burnout, mental health, and teaching quality. Educator experiences with school-based violence is also important as it impacts teacher attrition (Geissler 2015), school matters, and the policies they support, helps teachers to recognize the signs that students may display when they are at risk for violent behaviors, assist teachers in better understanding school violence, and assist them to better communicate with students, and/or assist them in solving problematic issues. ...
... In general, these studies have examined each risk factor separately, rather than collectively. In addition, international studies have shown the vast majority of perpetrators of violence against teachers are students (Dinkes, Cataldi, Kena, & Baum, 2006;Lyon & Douglas, 1999). Far less research exists, however, on how risk factors contribute to student perpetration of violence against teachers (Chen & Astor, 2009a; Khoury-Kassabri, Astor, & Benbenishty, 2009). ...
... Student violence against teachers. Students' perpetrating violence against teachers has negatively impacted teachers' personal safety, mental health, and their quality of teaching (Astor, Meyer, Benbenishty, Marachi, & Rosemond, 2005;Lyon & Douglas, 1999). To date, there have been far fewer reports on how risk factors contribute to students' perpetrating violence against teachers. ...
Educational tracking based on academic ability accounts for different school dynamics between vocational versus academically-oriented high schools in Taiwan. Many educational practitioners predict that the settings of vocational schools and academic schools mediate school violence in different ways. Alternatively, some researchers argue the actual mediating mechanism may not vary significantly between the different school types in different cultures. The purpose of this study was to examine how within-school variables (school engagement, risky peers, and student–teacher interaction) mediate external-school variables (personal traits, parental monitoring, and victimization) and school violence in Taiwanese vocational and academically-oriented schools. Structural equation modeling analysis, based on a national representative sample (N=7,841), suggested school violence was mediated through school variables. Similar mediational findings were found between academic and vocational schools as well as between males and females. Findings suggest that school violence is mediated by within-school variables in similar ways across different school types, genders, and cultures. © 2010 Wiley Periodicals, Inc.
... To date, research on issues surrounding school violence against teachers have focused on teachers' reports on victimization (Dinkes, Cataldi, Kena, & Baum, 2006; Lyon & Douglas, 1999). There have been relatively few studies on students' reports on perpetration of violence against school teachers (Khoury-Kassabri, Astor, & Benbenishty, in press). ...
... They are expected to be role models for school children and responsible for protecting students from harm as well as promoting student well-being. Inexplicably, sometimes teachers are targets of violence committed by their students during school hours (Lyon & Douglas, 1999). According to a national school crime survey, 7 percent of U.S. primary and secondary school teachers were threatened with injury, while 3 percent were physically attacked by a student from their own school between 2003 and 2004 (Dinkes et al., 2006). ...
... Nevertheless, one study reported that 65.5 percent of surveyed junior high school teachers had been verbally assaulted by their school students (Chen, 1999). Studies in Western cultures have shown that violence negatively impacted teachers' mental health and their quality of teaching (Lyon & Douglas, 1999). Furthermore, teachers' victimization may influence students' psychosocial well-beings and academic performance. ...
This study reports preliminary findings of a national survey on student violence against teachers in Taiwanese schools; 14,022 students from elementary to high school (grades 4 to 12) participate in this study. Students were given a structured and anonymous questionnaire including a scale for reporting their violent behavior against teachers. Findings suggest the prevalence of violence against teachers varies by gender, grade level, and school type. A majority of perpetrators reported engaging in violence because of a teacher's unreasonable expectations. Findings indicate that intervention programs need to focus on promoting the quality of teacher-student interactions as a major prevention variable.
