Tesi sul tema "School of Criminology"
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Pigott, Christina. "School Resource Officers and the School-to-Prison Pipeline| Discovering Trends of Expulsions in Public Schools". Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10163309.
Testo completoThe school-to-prison pipeline is a phenomenon that is occurring in public schools across the country. This study investigates if the presence of a School Resource Officers (SRO) has an effect on the rate of expulsions experienced in schools. My data is from a secondary data set from the 2009-2010 School Survey on Crime and Safety. I use the presence of an SRO or security personnel, percentage of white student enrollment, school urbanicity, and percentage of students that score below the 15th percentile on standardized tests as independent variables. My dependent variable is expulsion rates for disobedient behavior. I create one model using OLS regression to run the dependent variable against all of the independent variables. The results yielded that the presence of security personnel or an SRO has increased the rate of expulsions due to disciplinary infractions. I also found that race decreased the expulsion rate; this means that as the percentage of white students goes up, the expulsion rate goes down. These findings suggests that the disproportionate amount of African Americans in this country’s prison system could be starting in our school systems.
Hall, Marquenta Sands. "Functionality of school resource officer arrests in schools| Influencing factors and circumstances". Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3742829.
Testo completoSchool resource officer programs, characterized as a major crime control model and violence prevention program have earned the designation as an effective prevention strategy to mitigate against student misconduct and violations of the law. This study explored school resource officers? perceptions of how arrests decisions influenced order within middle and high schools. The purpose of the study was to determine if a relationship existed between factors, circumstances, and the arrest decisions in middle and high schools. It was assumed the officers? decision to arrest or not arrest were dependent upon factors and circumstances that were interconnected to the functionality of maintaining social order within the school setting. The structural-functionalism theory offered a comprehensive approach to explore the relationship between the social structure of schools, functions of school resource officers and the impact of their arrests decisions in creating balance and stability in the school environment. For this study, the dependent variable was the arrest decisions of school resource officers and the independent variables were factors, circumstances and years of experience. The study hypothesized a correlation between the dependent variable (arrests decisions) and the independent variables, which were collapsed into three facets - factors, circumstances and years of experience. Although, it was presumed years of experience would influence arrests decisions, logistic regression analysis revealed it did not influence the arrest decision as much as the facet factors. The study further revealed females were more likely to arrest than males and more students were arrested at the high school level than at the middle school level. Academic achievement and criminal records were considered at the middle school level with little consideration in high school.
Coffey, Brandon S. "Environmental Factors and School Disorder: The Role of Urbanicty". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3208.
Testo completoHooper, Kate J. "Los Angeles School Police Department Arrest Diversion| A Process Evaluation". Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10638595.
Testo completoThis thesis examines the Los Angeles School Police Department’s (LASPD) arrest diversion program currently used by the Los Angeles Unified School District (LAUSD). The diversion referral program offers an alternative to arrest and citation for LAUSD students between the ages of 13 and 17 who commit minor law violations on school grounds. The goal for this collaborative program is to offer a “non-punitive” enforcement model that supports strategic problem solving and addresses the behavioral, social, and emotional needs of students and their families. Using a mixed methods approach, combining interview and survey techniques, I assess whether the program was implemented according to intended protocol and procedures. Findings from the survey and interviews suggest a lack of consistency in the assessment of juveniles’ progress along with several obstacles preventing successful outcomes for participants. The majority of officers surveyed did not believe the arrest diversion program strengthened relationships between police and participants or police and the community. This process evaluation revealed barriers to successful implementation including a lack of communication between involved parties and lack of parental involvement and follow through by participants.
Barrans, Mary Elizabeth. "Police Presence in Schools: An Exploratory Study of Teachers' and Staff's Perceptions of School Resource Officers". Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28655.
Testo completoIong, Sio Hong. "Covert school bullying among school students in Macao". Thesis, University of Macau, 2012. http://umaclib3.umac.mo/record=b2580075.
Testo completoKabour, Marianne Michelle. "School violence: Parent and school official perceptions and responses". Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/2737.
Testo completoBartlome, Kegan S. "Ohio House Bill 410 Disrupts the School-to-Prison Pipeline". Youngstown State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1601297594424021.
Testo completoVecchio, J. Michael. "Do Unto Others: Correlations Between Specific Juvenile Delinquency and Victimization Experiences". Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1213996282.
Testo completoPhelps, Chasidy. "Student Perspectives of Alternative Schools as Facilitators and Barriers for Positive Disciplinary Outcomes". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5930.
Testo completoKeskinen, Katri Ilona Maria. "Culture and Masculinity in American School Shootings: Reviewing Evidence from Multi-Victim School Shootings". Thesis, Malmö universitet, Fakulteten för hälsa och samhälle (HS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-24263.
Testo completoIfanger, Fernanda Carolina de Araujo. "A intolerância ao diferente: o problema do bullying escolar". Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/2/2136/tde-12122014-092730/.
Testo completoThe present thesis analyzes the study of school bullying, based on the finding that its occurrence is due to intolerance of the differences that others represent. To achieve this objective it was necessary to unite the teachings of Criminology and Education, in order to unravel the social processes that structure the school environment. The road travelled begins with the analysis of violence, continuing through to school violence, finally reaching bullying, considered one of the manifestations of this phenomenon. The union of the teachings stemming from the two aforementioned sciences solidifies the moment that school is studied as a means of exercising informal social control of behavior.
Stroble, Willie Lee. "The relationship between parental incarceration and African-American high school students' attitudes towards school and family". W&M ScholarWorks, 1997. https://scholarworks.wm.edu/etd/1539618833.
Testo completoGarstka, Steven Alan Jr. "Student Perceptions of School Resource Officers". Youngstown State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1594393466254999.
Testo completoGray, Jennifer Varley. "Middle School Violence: A comparative study". Connect to online version at OhioLINK ETD Connect to online version at Digital.Maag, 1998. http://hdl.handle.net/1989/4783.
Testo completoSwartz, Kristin. ""Code of the Hallway": Examining the Contextual Effects of School Subculture on Physical Violence, Sexual Offending, and Nonviolent Delinquency". University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1343154599.
Testo completoNolan, Beverly Savoy. "Addressing School Failure and Recidivism Among 10-13-Year-Old Incarcerated Juveniles: A Case Study". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3190.
Testo completoBarnett, Margaret Ann. "An analysis of student sexual harassment policies in central California schools". Scholarly Commons, 1996. https://scholarlycommons.pacific.edu/uop_etds/2760.
Testo completoRuck, Richard A. Jr. "A Descriptive Study of Law Enforcement Arrest Decisions, Administrative Actions, and Their Impact on Students' Exclusionary Outcomes in the Secondary School Environment". Thesis, East Stroudsburg University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10747546.
Testo completoPublic reaction after violent incidents in schools have led policymakers and school officials to institute security measures including zero tolerance policies and police officers. Researchers reported an increase in student arrest rates and exclusionary discipline rates for minor offenses after implementing these initiatives.
This study focused on student arrest rates and exclusionary discipline measures in two high schools among School Resource Officers (SRO)/School Based Police Officers (SBPO) and secondary administrators over two school years. Furthermore, the study examined the factors influencing arrest decisions of the School Resource Officers/School Based Police Officers involved. The data collected answered these questions: 1. What factors contribute to the School Resource Officers'/School Based Police Officers' decisions of whether to arrest students in the school setting? 2. How do zero tolerance approaches influence student arrest rates and student exclusionary discipline rates in schools that utilize School Resource Officers/School Based Police Officers? 3. What role do the School Resource Officers/School Based Police Officers have in the school environment?
A descriptive research method, utilizing interviews, surveys and student arrest and discipline information, was used to answer these questions. The participants in this study were selected using purposive sampling based on their assignment in a secondary school.
This study reported that there were similarities among the police officers regarding the factors affecting the arrest decisions. This was reasonably consistent with the research. Most students in the study were arrested at both site locations for minor misconduct in 2014-15 but major offenses in 2015-16. The exclusionary discipline rates were dependent on site location. This appeared to be an indication that it had little to do with the SROs/SBPOs assigned to the schools and much more to do with the administrative leadership within the respective schools.
The findings indicate a need for ongoing collaboration and communication between the supervisors of the schools and law enforcement agencies. Furthermore, the implementation of a positive approach to student behavior rather than a punitive approach may assist in reducing the amount of exclusionary outcomes. Lastly, training for the police officers related to interactions with misbehaving students may assist in changing their arrest decisions.
Newberry, Avery. "Restorative processes and zero tolerance policies: Can they co-exist? An exploratory case study of an Ontario secondary school". Thesis, University of Ottawa (Canada), 2007. http://hdl.handle.net/10393/27541.
Testo completoSaporu, Darlene F. "Suspended Opportunities? A Multi-level Analysis of the Role of School Climate and Composition in Shaping Racial Differences in School Punishment". The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343747420.
Testo completoRobertson, Rebecca A. "Incarcerated youth| Challenges measuring academic progress in a juvenile hall school". Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3682275.
Testo completoThe ever-changing implementations of assessing our students have driven instruction to focus on measuring academic growth for school improvement. Now that most of our nation has adopted the common core state standards to educate and prepare our students for college and career, the challenges will be even greater for those who are currently struggling such as many of the incarcerated youth.
According to the Juvenile Court Schools (JCS) fact sheet (Los Angeles County Office of Education; LACOE, 2012), many of the incarcerated youth generally "have serious gaps in their education and poor academic skills" (JCS Facts, bullet No. 4). Taking academic assessments can be challenging without external factors, but add in the fact that the student may be facing a life sentence in prison, placement in a group home or foster care facility away from family, or dealing with mental health issues drives the challenge of academic growth sometimes out of reach while incarcerated. Furthermore, the short period of stay in the incarcerated juvenile facility adds an even greater challenge to success or growth in their academic progress.
This study examined the challenges of measuring academic growth of incarcerated youth in a juvenile hall school facility. Through the use of mixed methods, a review of available student assessment data - increased frequent formative assessments, utilizing components of the RISE Educational Services and Total Educational Systems Support (TESS) Focused Adaptable- Structure Teaching (F.A.S.T.) Framework within the teacher's delivery of direct instruction - along with an online survey of the teachers' ability to collaborate in Professional Learning Communities (PLCs), and a focus group with those who spearheaded the implementation of the instructional method, teacher-leads and administrators, resulted in finding that a unique instructional method is needed for those students attending school in an incarcerated juvenile facility to measure academic growth.
The qualitative and quantitative data measured what needed to be continued, what needed to be stopped and what should be implemented regarding the instructional delivery, along with pre/post assessments of students who attended the incarcerated juvenile school facility and the dimensions of PLCs.
Glenn, Jonathan W. "From School to Prison: Assessing the Impact of Non-systemic Contributors to the School-to-Prison Pipeline". Diss., NSUWorks, 2018. https://nsuworks.nova.edu/cahss_jhs_etd/17.
Testo completoMongan, Philip. "RAMPAGE SCHOOL SHOOTINGS: A CONTENT ANALYSIS OF MEDIA AND SCHOLARLY ACCOUNTS OF PERPETRATION FACTORS ASSOCIATED WITH THE PHENOMENON". UKnowledge, 2013. http://uknowledge.uky.edu/csw_etds/5.
Testo completoCOON, JULIE KIERNAN. "THE ADOPTION OF CRIME PREVENTION TECHNOLOGIES IN PUBLIC SCHOOLS". University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1109026986.
Testo completoHarris, Charlene, e Lisa R. Dunkley. "A Content Analysis of Newspaper Reports on School Violence in Trinidad and Tobago". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2965.
Testo completoHamlett, Laura E. "Common Psycholinguistic Themes in Mass Murderer Manifestos". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3493.
Testo completoO'Neil, Madeline. "Does the School Day Matter? The Association Between Adolescent School Attachment and Involvement and Adult Criminal Behavior". PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2990.
Testo completoMorgan, Mark A. "Too Cruel for School: Exclusionary Discipline and the Incorrigible Student". University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535467231530543.
Testo completoKing, Mikayla V. "Positive School Bond as a Moderator of Parent-child Relationship Effects on Repeat Offending". Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586454642822923.
Testo completoPesta, Racheal Pesta. "Assessing Ethno-Racial Differences in the Pathways from School Exclusion to Criminal Offending: A Theoretically Integrative Approach to Understanding the School to Prison Pipeline". University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1503042662677665.
Testo completoStutzenberger, Amy L. "Exploring Pathways of Bullying Victimization: A Test of Two Competing Victimization Theories to Better Understand Risk of Bullying Experiences Among Middle School Youth". University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1595844531213517.
Testo completoDeryol, Rustu. "Lifestyle, Self-Control, and School-Based Violent Victimization in Turkey". University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1439308217.
Testo completoO, SooHyun. "Street Codes and School Victimization:Analyses of U.S. and South Korean Students". University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1560867624429456.
Testo completoThompson, Mitchell Andrew. "Juvenile Commitment Rate: The Effects of Gender, Race, Parents, and School". Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/993.
Testo completoRanda, Ryan W. "The Impact of Disorder and Fear on the Routine Activities of High School Students". University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1243287208.
Testo completoJohnson, Eileen B. "SCHOOL SECURITY: A COLLABORATIVE APPROACH- SUPERINTENDENTS AND POLICE CHIEFS IN NEW JERSEY". Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/592931.
Testo completoEd.D.
In an era when school shootings make front page headlines, school security is of major importance to community members, school superintendents, police chiefs, parents, and students. School district leaders and local law enforcement officials generally work together to ensure the safety of their community’s children. The nature of the relationships that form over time vary depending upon a range of factors related to the collaborators and their circumstances. The questions that remain to be answered are: What is actually happening behind closed doors to ensure the safety of students in New Jersey schools? What relationships exist between school superintendents and local police chiefs? How do these relationships lead to security practices that can further protect children in school? This study employs mixed methods to examine the relationships between school district leaders and local police officials. The researcher conducted a quantitative survey of superintendents and police chiefs in New Jersey, along with qualitative interviews of superintendents to gather in-depth information on the relationships that currently exist. The information that has been gathered can be used to increase opportunities for improving school security. While the audience for the study is primarily practitioners in the fields of education and law enforcement, it is relevant for anyone who cares about the safety of schoolchildren in their community. The findings of this study show that collaboration can lead to strong working relationships between superintendents and police chiefs and is an essential element in their mutual quest to provide enhanced school security for students in New Jersey schools.
Temple University--Theses
Goebel, Stefanie Elizabeth. "School peer sexual harassment and teen dating violence: What's the difference?" Thesis, The University of Arizona, 2003. http://hdl.handle.net/10150/278813.
Testo completoDe, LA Cruz Jesse S. "Mexican American / Chicano gang members' voice on social control in the context of school and community| A critical ethnographic study in Stockton, California". Thesis, California State University, Stanislaus, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3633628.
Testo completoThe purpose of the study was to examine what role social control, in the context of family, school, and community, played in the participants' decision to join gangs in their adolescent years. The study examined the lives of four male ex-gang members over the age of 18, with extensive criminal records and poor academic histories. Participants were chosen from a Stockton reentry facility where ex-offenders were in the process of improving their lives by breaking the chains of street gang involvement, criminality, and incarceration.
The findings revealed that social control administered by family, school, law enforcement, and community all played a significant role in shaping each participant's decision to join his prospective gang in adolescence. The researcher found that while the family life of the participants was the prime mover in terms of a nudge toward gang life, school was also a place where they were constantly devalued, in large part because educators did not understand them, and the teachers arrived to their classrooms ill equipped for the realities of teaching in schools located in violence-ridden neighborhoods where the youth suffered morbid and multiple exposure to trauma. In fact, the teachers and law enforcement's inept ways of addressing the participant's maladaptive behaviors—with a propensity for handling all issues with punitive measures—ended up creating incentives for the participants to join a gang.
Irby, Decoteau Jermaine. "Understanding the Zero Tolerance Era School Discipline Net: Net-widening, net-deepening, and the cultural politics of school discipline". Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/46813.
Testo completoPh.D.
School safety is widely recognized as an ongoing problem in United States public schools. Guided by the New Right, the school safety problem has been framed as an issue of school crime, violence, and student misbehavior that is best mitigated by zero tolerance policies. This stance has emerged as an agenda that has proven disproportionately detrimental to poor urban students of color who have experienced unforeseen levels of punishment since the Gun Free Schools Act of 1994 endorsed zero tolerance. Despite mounting evidence that zero tolerance approaches to discipline do little to deter school crime and violence or make schools safe, little ground has been gained in interrupting the ideology, policies, practices, and discourses of the zero tolerance agenda. The dissertation study theorizes and explores how ideology, cultural-politics, and discourse foster the tendency for policy creation and codification to legitimize the New Right's official knowledge of zero tolerance ideology and policy as a panacea for the school safety problem. To accomplish this, I conducted an ethnographic content analysis of codes of student conduct to examine the imbued ideologies, discourses, and policy changes that emerge from the cultural politics of managing school discipline over the last 15 years. Through this process, I lend empirical credence to the concepts of net-widening and net-deepening. With these guiding concepts, I push the field beyond the zero tolerance discourse on school safety and discipline to establish a generative alternative to understanding school discipline policies called the school discipline net framework. The results of the study establish a precedent for thinking more deeply and creatively about the perils and possibilities of school discipline policies. Major findings include the identification of several school policy changes that make the discipline experience both increasingly likely and potentially more punitive for students. Finally, through substantiating the school discipline net as a framework for discoursing, researching, guiding policy creation, and recognizing and locating sites of agency, this work establishes that it is indeed possible to engage issues critical in the field in ways that can transfer into the highly politicized school policy context dominated by New Right ideologies and discourses.
Temple University--Theses
Leung, Lai-yee Catherine, e 梁麗儀. "From school-rule breaking behaviors to roaring behaviors: a constitutive-Foucaultian perspective". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31245638.
Testo completoIannuzzi, Victoria N. "School Shootings in the United States from 1997 to 2012: A Content Analysis of Media Coverage". Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6866.
Testo completoVan, Geem Stephen G. "Status and Slaughter: The Psyco-social Factors that Influence Public Mass Murder". DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/470.
Testo completoCarver-Dickens, Krystal. "From Education to Incarceration: A Study of School Process Affecting Disproportionate Minority Contact within Hardin County’s Juvenile Justice System". TopSCHOLAR®, 2019. https://digitalcommons.wku.edu/theses/3106.
Testo completoRobby, Matthew Ashley. "Evaluation of the operation New Hope Alternative School and lifestyle improvement program for at-risk juveniles". CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1580.
Testo completoGialopsos, Brooke A. M. S. "For Whom the School Bell Tolls: Explaining Students’ Fear of Crime and Perceptions of Risk". University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1321641936.
Testo completoRamey, David M. "The Social Control of Childhood Behavior via Criminalization or Medicalization: WhyRace Matters". The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1402929918.
Testo completoBestolarides, Paul Andrew. "Attitudes of California Department of Corrections educators toward inmate learners". Scholarly Commons, 1993. https://scholarlycommons.pacific.edu/uop_etds/2647.
Testo completoVah, Seliskar Holli Jeanne. "MOVING FROM BAD KID ISLAND TO SECOND CHANCE COMMUNITY:A CASE STUDY OF AN ALTERNATIVE AND RESTORATIVE SCHOOL". Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1531918850145748.
Testo completoWilson, Patricia Lynn. "Educational strategies meet the needs of Juvenile offenders". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1984.
Testo completo