Reducing Bullying in Schools- a Critique of Recent Evidence for the Role of Cultural Factors
Issue:
Volume 10, Issue 2, June 2021
Pages:
34-37
Received:
2 April 2021
Accepted:
13 April 2021
Published:
23 April 2021
Abstract: Bullying and victimization are on-going major challenges in education settings internationally. Bullying is a complex phenomenon, but research on the causes of bullying behaviors has tended to focus on individual characteristics rather than school or other environmental factors. It is increasingly recognized, however, that the prevalence of bullying and victimization is likely to be affected by the school culture, particularly policies and practices related to pupils’ behavior and their interactions with their peers and teachers. Here, I discuss some of the existing evidence and uncertainties about these themes, with detailed reference to a recent, large UK study that has examined the contribution of schools’ practice and policies to bullying and victimization. This study, using multilevel analysis within the ‘dynamic model of educational effectiveness’ theoretical framework, provided some empirical evidence that cultural factors such as the level of parental and pupil engagement, and school policies relating to bullying and behavior, and teachers’ perceptions of how policies were implemented, recorded, evaluated, contribute substantially to the prevalence of bullying. As well as describing the strengths of the study design and conduct, I discuss some of the acknowledged limitations that could inform future research into the association of school cultural factors with important non-cognitive as well as cognitive pupil outcomes.
Abstract: Bullying and victimization are on-going major challenges in education settings internationally. Bullying is a complex phenomenon, but research on the causes of bullying behaviors has tended to focus on individual characteristics rather than school or other environmental factors. It is increasingly recognized, however, that the prevalence of bullyin...
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Conditions of Facilities and Infrastructure for Inclusive School Education Services
Melda Rumia Rosmery Simorangkir
Issue:
Volume 10, Issue 2, June 2021
Pages:
38-41
Received:
1 May 2021
Accepted:
18 May 2021
Published:
26 May 2021
Abstract: Educational services for children with special needs are educational services that require special services. This is due to various factors that cause obstacles to students, both cognitive, affective and psychomotor barriers that are caused by developmental disorders in children, either inborn which are permanent or occur during temporary life development. In the Government Regulation of the Republic of Indonesia No. 17/2010 Article 129 paragraph 3 states that students with disabilities include, among others: blind, deaf, speech impaired, mentally retarded, mentally disabled, disabled, learning difficulties, slow learning, autism, motor disorders, including drug victims. banned, and additives, as well as those with disorders that have not yet come. Not much different from Ministerial Regulation No. 70 of 2009 article 3 paragraph 2 states that blind, deaf, speech impaired, mentally retarded, mentally disabled, disabled, learning difficulties, slow learning, autism, motor disorders, including victims of illegal drugs, and additives, those who have a disability, as well as a marker. This study aims to see how educational services in Bekasi, Indonesia provide various facilities and infrastructure in order to service the educational needs of children with special needs and disabilities. This research was also carried out to re-examine the educational background of the teaching staff in these inclusive schools and see how the readiness of the teaching staff to face various updates regarding various information with special needs and disabilities. This study uses a qualitative method with a descriptive approach, from the results of this study it was found that not all inclusive schools have the facilities and infrastructure in accordance with government regulations, besides that the background of the teaching staff in inclusive schools from the four schools only found one person with an educational background specifically, this is of course one of the limitations of the prepared schools and educational infrastructure for children with special needs.
Abstract: Educational services for children with special needs are educational services that require special services. This is due to various factors that cause obstacles to students, both cognitive, affective and psychomotor barriers that are caused by developmental disorders in children, either inborn which are permanent or occur during temporary life deve...
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