The School Violence in the Coexistence Programs of the Spanish Educational System
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Título: | The School Violence in the Coexistence Programs of the Spanish Educational System |
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Autor/es: | Merma-Molina, Gladys | Ávalos Ramos, María Alejandra | Martínez Ruiz, María Ángeles |
Grupo/s de investigación o GITE: | Grupo de Investigación Interdisciplinar en Docencia Universitaria (GIDU) | Research in Physical Education, Fitness and Performance (RIPEFAP) |
Centro, Departamento o Servicio: | Universidad de Alicante. Departamento de Didáctica General y Didácticas Específicas |
Palabras clave: | School Violence | Education for Peace | Educational Project of the School | Prevention | Coexistence Program |
Área/s de conocimiento: | Teoría e Historia de la Educación | Didáctica de la Expresión Corporal | Didáctica y Organización Escolar |
Fecha de publicación: | 20-abr-2018 |
Editor: | Scientific Research Publishing |
Cita bibliográfica: | Open Journal of Social Sciences. 2018, 6: 82-97. doi:10.4236/jss.2018.64008 |
Resumen: | One of the great problems of Spanish education is the increase in conflict and violence inside and outside schools. The Spanish educational administration, in order to reduce and eradicate these problems, has implemented coexistence programs in schools, which have not had the expected results. The objective of this study is to analyze and evaluate the integration of school violence in the coexistence programs that are being implemented in Secondary Education schools in Spain. For this, a sample of N = 806 Spanish schools has been taken. The evaluation matrix of coexistence programs was used, validated through expert judgment; the valuations of the selected items have been operationalized with the Osterlind Method (1989). The reliability of the instrument obtained an Alpha of Cronbach of 0.876 of consistency; the statistical analyzes of the data are carried out with the SPSS 23.0 program. For the evaluation of the coexistence programs, the participatory methodology was used (De Miguel, 2009), where 5 experts and 30 student-researchers intervened. The findings show that the coexistence programs, mostly, do not incorporate the prevention or the intervention of the different types of school violence, being only the objectives and the activities related to the behaviors related to the insults, threats, aggressions and vandalism that have presence with acceptable quality criteria, while the objectives and activities linked to the prevention and intervention of bullying, cyberbullying, gender violence, assaults on teachers and staff, child abuse and situations of school violence, which occur outside the school, have very little presence and poor quality criteria. |
URI: | http://hdl.handle.net/10045/75127 |
ISSN: | 2327-5952 (Print) | 2327-5960 (Online) |
DOI: | 10.4236/jss.2018.64008 |
Idioma: | eng |
Tipo: | info:eu-repo/semantics/article |
Derechos: | © 2018 by authors and Scientific Research Publishing Inc. This work is licensed under the Creative Commons Attribution International License (CC BY 4.0). http://creativecommons.org/licenses/by/4.0/ |
Revisión científica: | si |
Versión del editor: | https://doi.org/10.4236/jss.2018.64008 |
Aparece en las colecciones: | INV - GIDU - Artículos de Revistas INV - EDUCAPHYS - Artículos de Revistas INV - GIDU-EDUTIC/IN - Artículos de Revistas |
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2018_Merma-Molina_etal_OpenJSocialSci.pdf | 502,02 kB | Adobe PDF | Abrir Vista previa | |
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