التفاصيل البيبلوغرافية
| العنوان: |
So šolske politike, ki postavljajo v središče spolno usmerjenost in identiteto, povezane z manj medvrstniškega nasilja? Vidiki učiteljev. (Slovenian) |
| العنوان البديل: |
Are School Policies That Are Focused on Sexual Orientation and Gender Identity Associated with Less Bullying? Teachers' Perspectives. (English) |
| المؤلفون: |
Russell, Stephen T., Day, Jack K., Ioverno, Salvatore, Toomey, Russell B. |
| المصدر: |
Journal for the Critique of Science, Imagination & New Anthropology / Časopis za Kritko Znanosti, Domišljijo in Novo Antropologijo; 2019, Vol. 47 Issue 275, p79-100, 22p |
| الملخص (بالإنجليزية): |
Bullying is common in U.S. schools and is linked to emotional, behavioral, and academic risk for school-aged students. School policies and practices focused on sexual orientation and gender identity (SOGI) have been designed to reduce bullying and show promising results. Most studies focusing on this subject matter have drawn from students' reports. In this study, however, the authors examined teachers' reports of bullying problems in their schools along with their assessments of school safety, combined with principals' reports of SOGI-focused policies and practices. Merging two independent sources of data from over 3,000 teachers (California School Climate Survey) and nearly 100 school principals (School Health Profiles) at the school level, the authors utilized multi-level models to understand bullying problems in schools. The results show that SOGI-focused policies reported by principals do not have a strong independent association with teachers' reports of bullying problems in their schools. However, in schools with more SOGI-focused policies, the association between teachers' assessments of school safety and bullying problems is stronger. Recent developments in education law and policy in the United States and their relevance for student well-being are discussed as well. [ABSTRACT FROM AUTHOR] |
| Abstract (Slovenian): |
Medvrstniško nasilje je na ameriških šolah pogosto in je povezano s čustvenim, vedenjskim in akademskim tveganjem za učence. Šolske politike in prakse, ki postavljajo v središče spolno usmerjenost in identiteto (SOGI), so oblikovane tako, da zmanjšujejo medvrstniško nasilje, in kažejo obetavne rezultate. Večina študij o medvrstniškemu nasilju je črpala iz prijav učencev, mi pa smo pregledali poročila učiteljev skupaj z njihovimi ocenami varnosti na šoli in poročila ravnateljev o politikah in praksah, usmerjenih v SOGI. Pri združevanju dveh neodvisnih virov podatkov več kot tri tisoč učiteljev (California School Climate Survey) in skoraj sto šolskih ravnateljev (School Health Profiles) smo uporabili večstopenjske modele za razumevanje problemov medvrstniškega nasilja na šolah. Naši rezultati kažejo, da poročanje ravnateljev o politikah, usmerjenih v SOGI, nima močne neodvisne zveze s poročili učiteljev o težavah z medvrstniškim nasiljem na njihovih šolah. Vendar pa na šolah, kjer izvajajo več politik, usmerjenih v SOGI, ocene učiteljev o varnosti na šoli in prepoznana stopnja medvrstniškega nasilja sovpadajo močneje. Razpravljamo tudi o nedavnih zakonodajnih spremembah in politiki izobraževanja v ZDA ter o njihovem pomenu za dobro počutje učencev. [ABSTRACT FROM AUTHOR] |
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| قاعدة البيانات: |
Complementary Index |
