Violence in School: Risk, safety and fear of crime

Noaks, John; Noaks, Lesley

doi:10.1080/026673600115300

Cited by 23 publications

(17 citation statements)

References 4 publications

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“…However, Mawson et al (2000) did not guarantee success, but asked for trial programmes to assess its potential. In a related point, Noaks and Noaks (2000) interviewed students in the UK on the effects of enhanced security measures (including a closed-circuit TV system of the external areas around the school) on fear of crime and victimization. The findings showed that both boys and girls reported being aware of the closed-circuit TV, but none of the groups felt the expenditure was worth while (Noaks & Noaks, 2000).…”

Section: Installing Security Equipmentmentioning

confidence: 99%

“…Such school programmes range from having much stricter rules and regulations to providing education and staff development programmes, and using dress codes to using metal detectors and surveillance equipment. Researchers have examined the effectiveness of these school security measures and have found little impact or mixed results (Noaks & Noaks, 2000;Bartsch & Cheurprakobkit, 2002;Wade & Stafford, 2003).…”

Section: Introductionmentioning

confidence: 97%

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Security measures on school crime in Texas middle and high schools

Cheurprakobkit

Bartsch

2005

Educational Research

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This statewide study surveyed 215 principals of middle schools and high schools in Texas, USA. It examined the effectiveness of activities on school crime by three main methods:(1) what activities the school was doing to combat crime (e.g. police/guards, school uniforms, metal detectors, drug education programmes, character education programmes, closed campus, surveillance, student court activity, rewards for attendance, etc.); (2) cooperation with outside sources (i.e. police, parents, school district, judicial branch); and (3) principals' comments on what helps and hurts school efforts to alleviate school crimes. Data from these principals regarding drug crime and interpersonal crime in schools were correlated with the data on school activities and outside cooperation. The study also used nine critical elements of promising violence prevention programmes introduced by Dusenbury et al., as a framework to evaluate Texas school measures to combat school crimes. The study's findings and policy implications were discussed.

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Section: Installing Security Equipmentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 97%

Security measures on school crime in Texas middle and high schools

Cheurprakobkit

Bartsch

2005

Educational Research

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“…Intense media focus on critical incidents has been shown to have a knock-on effect on school-based strategies, particularly safety measures employed in schools (Noaks and Noaks 2000;Furlong et al 2004). For example, the problem of rising violence in US schools was brought to public attention to such an extent it initiated increased security measures being implemented in State schools (Devine 1996;Best 2002;Herr and Anderson 2003).…”

Section: The Social Recognition Of the 'School Violence' Phenomenon: mentioning

confidence: 98%

“…A further feature is that crime, both inside and outside of schools, is widely acknowledged as a serious and pressing problem. As a result, schools tend to be identified as 'crime hotspots' in the USA (Noaks and Noaks 2000).…”

Section: A Note On Cross-national Differencesmentioning

confidence: 99%

‘School violence’ as a social problem: charting the rise of the problem and the emerging specialist field

Brown

Munn

2008

International Studies in Sociology of Education

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In the past 10 years, violence taking place in schools has entered both popular and academic discourse. Frequently, the term 'school violence' is used as a catch-all concept to refer to disorder and disruption in schools, as well as the unruliness of contemporary youth. This is apparent not only in the North American context, but in highly politicised debates regarding standards of pupil behaviour in countries across Europe. A related and significant development is the emergence of the study of violence in schools as a specialist area of enquiry. Drawing on sociological theories of the emergence of social problems, and social constructionist approaches in particular, this paper addresses the rising concern with 'school violence' as a social phenomenon. First it addresses the rise of the problem, emphasising connections with wider agendas, particularly anxieties about dangerous youth. The role of the media and academics is also considered. Moreover, this paper explores the emergence of the specialist field and related debates about meaning. It is argued that the present disquiet about 'school violence' requires to be understood in the context of modernity and accompanying concerns about social cohesion.

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“…School safety contributes to student outcomes (Boyd, 2004;Flannery & Singer, 1999;Noakes & Noakes, 2000). Sixteen school characteristics variables in the ELS:02 administrator survey measure school safety.…”

Section: Student and School Characteristicsmentioning

confidence: 99%

Re-Examining Exit Exams: New Findings from the Education Longitudinal Study of 2002

Shuster¹

2012

EPAA

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Using the nationally representative, cohort-based data of the Education Longitudinal Study of 2002 (ELS:02), this study employs multiple regression to examine the effects of exit exams on student achievement and school completion. This study finds that exit exams as a whole do not have substantial effects on student achievement in mathematics, twelfth grade GPA, or school completion. Standards-based exams are a positive predictor of dropping out of school but lose their predictive power once GED recipients are coded as completing school. Exit exams do not affect GED seeking and acquisition. When exit exams are disaggregated by type and students are sorted by ninth grade GPA quartiles, end-of-course exams have some negative effects on mathematics test score gains. Students in the bottom two quartiles see reduced test score gains of 28% and 29% of a grade level equivalency (GLE). These effects disappear when students in North Carolina are coded as taking a different type of exam. Standards-based exams had a small positive effect, about 37% of a GLE, on the top quartile of students. Overall, the findings showed no results for school completion and mixed results for test score gains. The article concludes that policymakers looking to boost high school achievement would be better served by working to boost student accomplishments before high school. Keywords: high school exit examinations; high school graduation tests; accountability; graduation tests; minimum competency testing; education longitudinal study. Re-examining Exit Exams 2 Re-examinando los exámenes de egreso: Nuevos hallazgos del Estudio Longitudinal de Educación de 2002Resumo: Usando datos de una muestra representativa nacional del Estudio Longitudinal de Educación del 2002 (ELS: 02), este estudio emplea regresión múltiple para examinar los efectos de los exámenes de egreso en el rendimiento escolar y finalización de la escuela. Este estudio revela que los exámenes de egreso como un todo no tienen efectos sustanciales en el rendimiento escolar en matemáticas, el promedio de notas (GPA) del duodécimo grado, o de la finalización de la escuela. Los exámenes basados en estándares son un predictor positivo de abandono escolar, pero pierden su poder predictivo, una vez que los estudiantes que obtienen los diplomas de exámenes de educación GED se codifican como completando la escolaridad. Exámenes de egreso no afectan la búsqueda y adquisición de diplomas de GED. Cuando los exámenes de egreso están desagregados por tipo y los estudiantes de noveno grado son clasificados por los cuartiles promedio (GPA) los exámenes tienen algunos efectos negativos sobre las mejorías en las calificaciones en las pruebas de matemáticas. Los estudiantes en los dos cuartiles más bajos pierden 28% y 29% de las mejorías en las calificaciones de las pruebas de equivalencia de nivel de grado (GLE). Estos efectos desaparecen cuando los estudiantes de Carolina del Norte están codificados como tomar otro tipo de examen. Exámenes basados en estándares tuvieron un pequeño efecto ...

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Violence in School: Risk, safety and fear of crime

Cited by 23 publications

References 4 publications

Security measures on school crime in Texas middle and high schools

Security measures on school crime in Texas middle and high schools

‘School violence’ as a social problem: charting the rise of the problem and the emerging specialist field

Re-Examining Exit Exams: New Findings from the Education Longitudinal Study of 2002

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