Relevant bibliographies by topics / K-12 school shootings

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Academic literature on the topic 'K-12 school shootings'

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Published: 24 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "K-12 school shootings"

Reeping, Paul M., Ariana N. Gobaud, Charles C. Branas, and Sonali Rajan. "K–12 School Shootings." Pediatric Clinics of North America 68, no. 2 (April 2021): 413–26. http://dx.doi.org/10.1016/j.pcl.2020.12.005.

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Johnson, Odis, Jason Jabbari, Maya Williams, and Olivia Marcucci. "Disparate Impacts: Balancing the Need for Safe Schools With Racial Equity in Discipline." Policy Insights from the Behavioral and Brain Sciences 6, no. 2 (October 2019): 162–69. http://dx.doi.org/10.1177/2372732219864707.

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Policy responses to gun violence within K-12 school systems have not stopped the increasing frequency of their occurrence, but have instead increased racial and ethnic disparities in multiple forms of discipline. The crisis prevention policies that follow school shootings tend to exacerbate racial and ethnic discipline disparities (a) within schools as practitioners enact policies with discretion and bias, (b) between schools where policy is complicated by racial segregation, and (c) indirectly where academic consequences accrue to those who are not disciplined but attend schools with elevated school rates of discipline. Among the most promising policy alternatives to punitive disciplinary policy is restorative justice.

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Bonanno, Rebecca, Susan McConnaughey, and Jenny Mincin. "Children’s Experiences with School Lockdown Drills: A Pilot Study." Children & Schools 43, no. 3 (June 21, 2021): 175–85. http://dx.doi.org/10.1093/cs/cdab012.

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Abstract In response to the threat of school shootings, lockdown drills have become commonplace in K–12 schools throughout the United States. Educators, parents, and others continue to debate the potential disruptive and traumatizing impact drills have on children. A small number of quantitative studies have examined the effects of lockdown drills on students’ perceptions of safety, preparedness for crises, and fear and anxiety. Less is known about children’s actual lived experiences of lockdown drills. This pilot child-centered qualitative study explored how children ages eight to 11 thought and felt about their experiences of school lockdown drills. Fear was found to be their common emotional response to the drill and, to a lesser extent, so were feelings of safety, annoyance, and excitement. Although children were found to have good understanding of what to do in lockdown drills, they were not always clear about what the purpose of the drills was and what threats the drills were intended to protect against. These findings support professional and advocacy groups’ recommendations for planning and implementing lockdown drills and offer original recommendations from children’s points of view on ways to mitigate negative outcomes of drills for students.

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Nippert, Charles. "Using Virtual Reality in K-12 Education: A Simulation of Shooting Bottle Rockets for Distance." International Journal of Engineering Pedagogy (iJEP) 2, no. 4 (October 11, 2012): 35. http://dx.doi.org/10.3991/ijep.v2i4.2215.

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Two liter bottle rockets made from recycled soda bottles are often used in high school science classes and in introductory college courses.  Typically, it is often more challenging to shoot bottle rockets for distance instead of shooting them straight up and measuring altitude, as is often done.  Using a device made from pipe and wood to launch bottle rockets and control the launch angle creates a m+uch0 more interesting problem for students who are attempting to optimize launch conditions.  Plans are presented for a launcher that allow students to adjust the launch angle. To help embellish the exercise, we supplement the bottle rocket with a model using virtual reality and a photorealistic simulation of the launch that allows the students to appreciate the optimization problems associated with water and air pressure and launch angle. Our usage data indicates that students easily adapt to the virtual reality simulation and use our simulation for intuitive experiments on their own to optimize launch conditions.

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Saputra, Hengki, Ari Sutisyana, and Defliyanto Defliyanto. "PENGARUH LARI BOLAK-BALIK MENGGUNAKAN BEBAN KAKI DAN CIRCUIT TRAINING TERHADAP KEMAMPUAN DRIBBLING PADA PEMAIN FUTSAL JUGADOR ANDALAS FC." KINESTETIK 2, no. 2 (September 6, 2018): 192–201. http://dx.doi.org/10.33369/jk.v2i2.8742.

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Abstrak Penelitian ini bertujuan untuk mengetahui pengaruh latihan lari bolak-balik menggunakan beban kaki dan circuit training terhadap kemampuan dribbling pada pemain futsal di secara ilmiah. Adapun rumusan masalah dalam penelitian ini adalah apakah ada pengaruh latihan lari bolak-balik menggunakan beban kaki dan circuit training terhadap peningkatan kemampuan dribbling pada pemain futsal Jugador Andalas fc Kota Bengkulu. Populasi dalam penelitian ini adalah 30 pemain futsal Jugador Andalas fc Kota Bengkulu. Penelitian ini dilaksanakan di GOR Kota Bengkulu dan Lapangan futsal SMP N 12 Kota Bengkulu. Metode penelitian yang digunakan adalah One Group Pretest – posttest Design, penelitian ini secara objektif atau apa adanya dengan sampel 30 pemain Jugador Andalas fc Kota Bengkulu. Analisis statistik yang digunakan dalam penelitian ini adalah Uji t. Adapun hasil analisis Uji t hasil perhitungan antara tes awal dan tes akhir terdapat pengaruh yang signifikan. Hasil perhitungan peningkatan dribbling menyatakan bahwa nilai dengan taraf = 0,05 maka ditolak dan diterima artinya terdapat pengaruh yang signifikan latihan lari bolak-balik menggunakan beban kaki dan circuit training terhadap peningkatan kemampuan dribbling pemain futsal, sedangkan kontribusi latihan lari bolak-balik menggunakan beban kaki dan circuit training terhadap kemampuan dribbling yaitu K= Sehingga dapat disimpulkan bahwa adanya kontribusi antara latihan lari bolak-balik menggunakan beban kaki dan circuit training terhadap peningkatan kemampuan dribbling pada pemain futsal yaitu 86,49%.Kata Kunci : Latihan, Lari bolak-balik, Circuit training dan Dribbling. AbstractThis research is aimed to find out the effect of shuttle run exercises use ankle weight and circuit training on increase dribbling capabilities of the futsal player of Jugador Andalas FC Bengkulu City in futsal games scientifically. The subjects of this research are player of Jugador Andalas Bengkulu City. Population of this research was 30 player of Jugador Andalas Bengkulu City. This research was carried out by one group pretest-posttest design and was conducted in GOR Bengkulu City and in Junior High School number 12 Bengkulu City. Statistical analysis used in this research was t test. Based on the results of t test analysis, there was significant influence in calculation result between pre test and post test. The results of this research showed that with 0,05 there fore was rejected and was accepted. It means there was the significant effect of X (shuttle run exercises use ankle weight and circuit training) on Y (dribbling and shooting capabilities) in futsal games, while the contribution of running shuttle run exercise using the foot load and circuit training to the ability dribbling ie K = r2 x 100% = 86,49%. So it can be concluded that the contribution between running shuttle run exercise using the foot load and circuit training to the dribbling ability abilities in futsal player is 86,49%. Keyword: exercises, shuttle run, circuit training and dribbling.

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Varghese, Agnes M., Danielle E. Delany, and Morgan L. Dundon. "Beyond Gun Control: Implementing Mental Health Interventions for the School Shooting Crisis in California." 2020 Policy Memo Competition 17, no. 02 (October 12, 2020). http://dx.doi.org/10.38126/jspg170212.

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Over the last 10 years, the United States has witnessed a striking increase in school shootings (Riedman and O’Neil 2020). Most legislation addressing the issue has been focused on gun control with liberal states such as California passing stringent gun laws. However, it is important to acknowledge that the school shooting crisis is a multifaceted problem that will not be resolved by gun regulations alone. California should establish social-emotional learning programs in K-12 schools to help address the underlying issues that drive individuals to gun violence. These programs will provide students with the skills necessary to reduce aggressive behaviors as well as increase overall student well-being and academic achievement (Espelage et al. 2013). Along with gun control measures, California’s policymakers should establish social-emotional learning programs in K-12 schools to reduce the number of school shooting incidents. Effective implementation of such programs could transform California from the state with the highest rate of school shootings in the country to an exemplary model for other states to follow in tackling the school shooting crisis.

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Abel, Meagan N., Steven Chermak, and Joshua D. Freilich. "Pre-Attack Warning Behaviors of 20 Adolescent School Shooters: A Case Study Analysis." Crime & Delinquency, April 17, 2021, 001112872199933. http://dx.doi.org/10.1177/0011128721999338.

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This study examines the pre-attack warning behaviors of adolescent school shooters in the US. We conducted 20 case studies of adolescent school shooters in the United States that committed non-fatal or fatal shootings on K-12 school grounds between 1999 and 2016. We investigate whether the school shooters displayed warning behaviors before the attack, who in the perpetrator’s life was aware of these warning behaviors, and what if any actions were taken in response. Given the emergence of online forms of communication, we also investigate how adolescent school shooters may variably communicate warning behaviors in online and offline contexts.

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Dissertations / Theses on the topic "K-12 school shootings"

Moon, Sung-il (Sun). "The Relationship between School Shootings and Gun Acquisition Rates." Oberlin College Honors Theses / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1621848883808933.

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Rinaldi, Ronald P. "Assessing Educators’ School Safety and Security Preparedness at a New Jersey K-12 Nonpublic School." Diss., NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/90.

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School shootings and emergencies have created the need for educators to be proficient in emergency response procedures; yet they do not always receive the requisite training. The lack of an established delineated training program for New Jersey, kindergarten to Grade 12 institutions has created a situation where educator preparedness varies immensely at schools. Numerous national events of targeted school violence have exemplified the need for quick and proper responses by educators to mitigate the tragic results until first responders arrive. The purpose and goal of this study was to assess educators’ perceptions and to determine the best practices in creating a comprehensive safety and security training program to prepare educators for school crises in order to offer a model for stakeholders to follow or gain ideas to improve their institution’s specific school safety and security emergency plans. Guided by the U.S. Department of Education’s best practices in developing high-quality school safety plans, this study analyzed the perceptions of 60 educators in one New Jersey kindergarten to Grade 12 school on the effectiveness of training. A mixed-methods approach, using a survey questionnaire and interviews, measured changes in the perceptions of these educators after the 15-week program. Data results included a revelation of the implementation of a comprehensive school safety and security plan with related training program resulted in a statistically significant increase in the perceptions of educators’ knowledge and abilities to respond effectively to school targeted violence and emergencies. These findings support the concept that best practices in the field of school safety and security management include appropriate and comprehensive school safety and security plans and training for educators to combat and mitigate school targeted violence and emergent events.

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Book chapters on the topic "K-12 school shootings"

Goforth, Patricia A. "School Shootings." In Handbook of Research on School Violence in American K-12 Education, 52–73. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6246-7.ch002.

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In the late 1990s, a series of school shootings shocked the nation. Seemingly innocent children with little to no history of deviant behavior engaged in horrific acts of violence against their fellow students and teachers. The previously held beliefs that schools were safe had been shattered by these acts, and social scientists answered the call to find answers as to how and why these acts occurred. In this chapter, the authors discuss what is known about school shooters in terms of characteristics, behaviors, history, as well as the social dynamics of the communities in which they typically reside. While a profile of a school shooter has been deemed inaccurate, are we doomed to make the same mistakes by overlooking signals or warnings provided by shooters?

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Goforth, Patricia. "The Characteristics and Typologies of School Violence Perpetrators." In Advances in Early Childhood and K-12 Education, 85–101. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9935-9.ch006.

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Incidents of school related shootings have been intensely studied, particularly since the Columbine shooting on April 20, 1999, with the goal of creating a profile of school shooter. In light of the intense media frenzy created by school shootings and the shooters information as to cause and motivations of these events have not been accurately conveyed. What we know thus far is violent video games as a cause of school shootings is a myth. We also know that despite the fear of a school shooting, these are statistically rare events with perpetrators rarely surviving the attacks. Based on studies of the limited number of perpetrators, common psychological characteristics have been linked to those that have committed these acts.

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Nation, Denise D., Dawn X. Henderson, and Jack S. Monell. "The Interrelationships of Politicization of School Shootings, Focal Concerns, and Racial Disproportionality in School Discipline Policies." In Advances in Early Childhood and K-12 Education, 39–61. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9935-9.ch004.

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School shootings have redefined perceptions and definitions of school violence, elevating incidences of misbehaviors and rule infractions to consistent violent threats. School shootings are rare but that important fact is lost in the debate and political rhetoric. What is also atypical are school shootings involving minority students and even more uncommon school shootings at minority schools. However, minority students have disproportionately experienced the latent effects of these policies. Few studies have offered systematic theoretical explanations for racial disciplinary disproportionality. This chapter outlines a theoretical argument using the “focal concerns” perspective to link the latent impact of the politicization of school shootings to continued racial disproportionality in school discipline. The discussion and analysis show the role of the politicization of school shootings has played in redefining and expanding the definition of school violence or school misbehaviors. Policy suggestions based in socio-political and psychological frameworks are also outlined.

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Seungmug (Zech) Lee. "School Mass Shootings in America." In Handbook of Research on Mass Shootings and Multiple Victim Violence, 75–84. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0113-9.ch005.

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The killings at Columbine High School in 1999, Virginia Tech in 2007, the Sandy Hook Elementary School in 2012, the Marjory Stoneman Douglas High School in 2018 are four dire examples of mass shootings in school settings by current or former students in the U.S. Schools—K-12 and college campuses—which have long been considered a sacred place for our children and young people receiving education. According to the data collected by the author, since 1999, school mass shootings (SMS) have increased steadily, causing higher casualty with more powerful weapons and planned schemes. School and campus security have become significant concerns. One big question to all Americans is, are our schools really safe enough to send our children to in order to learn and grow? This article presents preliminary research findings of SMS incidents based on 71 cases with the discussion.

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Kerr, Selina E. M., and Mary Ann O'Grady. "A Threat Assessment Model for Posts in The Online Sphere." In Handbook of Research on School Violence in American K-12 Education, 318–31. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6246-7.ch015.

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Since it has been suggested that social media offers an unprecedented view into the mindset of “persons of concern” with regards to mass shooters, this research study focuses on the comments about “school shootings” expressed on the social media and video sharing website YouTube. As a form of targeted violence that tends to be planned well in advance of the attack, there are opportunities to intervene and assess a school shooting threat before it transpires. Since previous studies have purported that the majority of school shooters had communicated their intention to carry out their attack in advance of it occurring—something which has become known by the term “leakage”—the authors have chosen to develop the foundation for a threat assessment model that is based upon the internet postings that relate to school shootings. The proposed model entitled “online threat assessment of school shooters” (OTASS) could be a tentative starting point for carrying out assessments of threats into online postings.

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Campos-Manzo, Ana Lilia, Allison Masako Mitobe, Christina Ignatiadis, Emily Wiles Rubin, and Joanna Fischer. "Collective Pain." In Handbook of Research on School Violence in American K-12 Education, 179–207. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6246-7.ch008.

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Mass school shootings are infrequent and involve predominantly White perpetrators and victims; yet, they elicit intense social reactions without acknowledging race. In contrast, shootings in cities are frequent, affecting the lives of people of color. Connecting both, this chapter explores how youth of color experience mass school shootings and whether the gun-control movement incorporates their needs. Specifically, 114 youth of color participated in an interview (2013/2015), involving a socio-spatial exploration of their segregated metropolitan area near Newtown, Connecticut, where a young White man killed 26 students and staff members (2012). Furthermore, this exploration involved unobtrusive observation of Connecticut's March for Our Lives (2018). Youth of color were concerned with gun violence in relation to police brutality, crime, and mass school shootings. Those in predominantly White cities experienced the collective pain mass school shootings produce. In contrast, the predominantly White gun-control movement hardly acknowledged youth of color.

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Grant, Tanya M., and Jessica Fidler. "Law Enforcement's Impact on School Violence." In Handbook of Research on School Violence in American K-12 Education, 371–88. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6246-7.ch018.

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Since the 1980s, school violence has been prominent in society and is gradually increasing in occurrence. In 1999, the Columbine High School shooting shocked the country demonstrating how deadly school violence can be, with a death count of 13 total people, including 12 students and 1 teacher. The next prominent occurrence was in 2005 on the Red Lake Indian Reservation, where 10 people were killed at the hands of a 16-year-old student. Another more recent act of school violence was in 2012 in Newtown, Connecticut, at Sandy Hook Elementary School. There, the shooter killed 28 people including children and teachers inside the school and his mother. And the latest horrific incidence of this kind took place at the Marjory Stoneman Douglas High School in Parkland, Florida, in February of 2018. The shooter took the lives of 14 students and 3 school employees. As a response to these shootings, law enforcement has collaborated with schools to implement the use of school resource officers, emergency evaluation/reaction drills, and new policies regarding school violence.

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Hochschild Jr., Thomas R., Kathryn Grant, Michael G. Noll, and Lorna L. Alvarez-Rivera. "K-12 Alma Mater School Shootings With ≥2 Killed, 1990-2018." In Handbook of Research on Mass Shootings and Multiple Victim Violence, 226–42. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0113-9.ch013.

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In this chapter, the authors examine what they call “alma mater” school shootings - those in which a current or former student returns to attack people at the school. In this case, the focus is on K-12 school shootings in the United States between 1990 and 2018 where two or more individuals were killed. They argue that many shooters target their alma mater because it is the place where they have experienced “place trauma” - emotional pain that is intertwined with a location. After discerning common demographic, personal, and spatiotemporal patterns, they discuss how the shooters acquired the firearms used to carry out the attack. Finally, the authors outline policy and practice considerations focusing on education, school funding, and legislation.

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Crews, Gordon A., and Garrison A. Crews. "The American K-12 School Violence Incident." In Research Anthology on School Shootings, Peer Victimization, and Solutions for Building Safer Educational Institutions, 207–56. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5360-2.ch010.

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The authors give an overview of a research project that examined in detail 106 characteristics of 78 school violence incidents that occurred in the United States between 1979 and 2011. The result is an extensive overview of the location, date, and time of school violence incidents; the school environment in which violence occurred; the school violence incident itself; the characteristics of the perpetrators involved; characteristics of weapons used; and injuries incurred. The authors pose to the reader six major findings of the characteristics of K-12 school violence incidents in the United States which they argue must be considered as we move forward in dealing with this issue.

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Kerr, Selina E. M. "Emergency Management and Communication Improvements." In Handbook of Research on School Violence in American K-12 Education, 474–93. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6246-7.ch024.

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“Active shooter” events are amongst the most dangerous an educational institution can face. Planning for emergencies like this can, to some extent, mitigate the level of harm faced. Using the two cases of shootings at Columbine High School and Virginia Tech University, this chapter exemplifies how these incidents highlighted flaws in emergency management planning, training, and communication. Also discussed are the advances in law enforcement tactics following the Columbine shooting. The policy responses to improve emergency management planning, training, and communication are discussed. The work of school safety foundation, I Love U Guys, and smartphone application, LiveSafe, is detailed in relation to ongoing developments in planning for emergencies and communicating threats to the affected populations.

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Academic literature on the topic 'K-12 school shootings'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Journal articles on the topic "K-12 school shootings"

Dissertations / Theses on the topic "K-12 school shootings"

Book chapters on the topic "K-12 school shootings"