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Moses Lake, Wash. 2 students and 1 teacher Bethel, Alaska Principal and 1 student killed, 2 killed, 1 other wounded when 14 -year-old Barry others wounded by Evan Ramsey, 16, at his high Loukaitis opened fire on his algebra class. school. Pearl, Miss. 2 students killed and 7 wounded by West Paducah, Ky. 3 students killed, 5 wounded a 16 -year-old who was also accused of killing his by a 14 -year-old boy as they participated in a prayer mother. He and several friends thought to be in on circle at Heath High School. by the plot were said to be outcasts who worshipped at Heath High School. Stamps, Ark. 2 students wounded.
Colt Todd, Jonesboro, Ark 4 students and 1 teacher killed, 14, was hiding in the woods when he shot 10 others wounded outside as Westside Middle the students as they stood in the parking lot. School emptied during a false fire alarm. Mitchell Johnson, 13, and Andrew Golden, April 24, 1998 11, shot at their classmates and teachers from Edinboro, Pa. 1 teacher killed, 2 students the woods. wounded at a dance at James W. Parker Middle School. A 14 -year-old boy was charged Fayetteville, Tenn. 1 student killed in the parking Springfield, Ore. 2 students killed, 22 others lot at Lincoln County High School three days before wounded in the cafeteria at Thurston High School he was to graduate.
The victim was dating the by 15 -year-old Kip Kinkel. Kinkel had been arrested ex-girlfriend of his killer, 18 -year-old honor and released to his parents a day earlier, after it was student Jacob Davis. discovered that he had a gun at school. His parents June 15, 1998 April 28, 1999 Richmond, Va. 1 teacher and 1 guidance Taber, Alberta, Canada 1 student killed, 1 counselor wounded by a 14 -year-old boy wounded at W.
R. Myers High School in first in the hallway of a Richmond high school. fatal high school shooting in Canada in 20 years. The suspect, a 14 -year-old boy, had been unhappy April 20, 1999 at Myers and dropped out in order to begin home Littleton, Colo. 14 students (including killers) schooling. and 1 teacher killed, 23 others wounded at Columbine High School in the nation's deadliest school shooting. May 20, 1999 Eric Harris, 18, and Dylan Klebold, 17, had plotted for Conyers, Ga. 6 students injured at Heritage High a year to kill at least 500 and blow up their school.
At School by 15 -year-old T. J. Solomon, who was the end of their hour-long rampage, they turned their reportedly depressed after breaking up with his guns on themselves. girlfriend.
Deming, N. M. 1 seventh-grader, Araceli Tena, Fort Gibson, Okla. 4 students wounded and 1 severely Fatally shot at Deming Middle School by Victor bruised in the chaos as a 13 -year-old boy opened fire with Cordova Jr. , age 13. The boy, a dual citizen a 9 mm semiautomatic handgun at Fort Gibson Middle School. living in Mexico and commuting to the school, was struggling with depression after the death of his mother. His victim was apparently targeted Schools are charged with educating all who walk through their doors and everyday they must face the challenges brought by a diverse student body.
Many children are poorly prepared to meet even the most fundamental demands of the school day, and struggle to have their basic needs met. Children bring into the classroom their family environments, their experiences in the neighborhood, their attitudes about how to handle frustration and respond to discipline, and their entire socialization and view of the world. The spillover of the social and economic conditions of neighborhoods and communities into schools is pervasive and broad ranging. In defining school violence, we need to consider "violence" along a continuous of behavior within a developmental framework. For example, violent behavior for young elementary school children primarily evolves aggressive behavior such as kicking, hitting, spitting, or name calling. As children grow older, behavior becomes more serious, characterized by bullying and physical fighting.
Aggressive or violent young adults may engage in assault against other students and staff, sexual harassment, gang activity, or weapon carrying. The term school crime has also been used to define different types of criminal behavior at school, including theft, property offenses, and vandalism (Goldstein, Apter, & Hartoonunian, 1984). Others define school violence as conflict between students and teachers, or as activities that cause suspensions and disciplinary contacts or detentions. Studies of school violence have variously used such terms as aggression, conflict, delinquency, conduct disorders, criminal behavior, antisocial behavior, and violence, among others, to describe this class of problem behaviors. Because aggressive behavior is different from violence and antisocial behavior, here the appropriate terms are used when describing different areas of research.
Considering school violence as behavior that occurs along a continuum from aggression to violence is important because limiting the focus to serious acts of violence does not fully capture the nature and extent of school crime and victimization (Hanke, 1996). While people are disturbed by increasing rates of school-based homicides, these occurrences make up a relatively small proportion of incidents at school compared to property crimes, acts of assault or extortion, and threats of physical harm. Threats may occur frequently at school but may or may not be actually carried out on school grounds. For the majority of students, the important issue may be less one of violent personal attack and more one of stolen property and threats that color their perceptions and induce anxiety and fear while in school (Hanke, 1996).
Of course, witnessing acts of violence, in addition to being personally victimized by violence, can also cause students to be fearful and anxious, affect a student's willingness to attend school, and impact on a child's ability to learn and be socialized at school. The consideration of school violence along a developmental range permits an examination of how different forms of violence exposure and victimization affect children at various ages, grades, and different developmental levels, and those challenged to perform various developmental tasks. These issues are essential to consider for implementation and evaluation of school-based prevention programs. Noguera (1995) examined different aspects of the structure and function of schools that increase the likelihood of acts of violence there. Historically, schools have served three main functions. First, schools have primarily operated as agents of social control.
According to Noguera, schools have long been charged with maintaining a custodial role similar to that of the asylums, which was to regiment, control, and discipline those who were housed there. The second function of schools was to acculturate and Americanize a large number of children of European descent. Third, schools were meant to prepare future workers for U. S. industry. These goals have influenced school policy and the ways schools are administered.
Concerns about order, efficiency, and control dominated the thinking that guided the early development of schools in the U. S. By the 1960 s control and compliance were increasingly difficult to obtain, and many urban schools lowered their expectations about behavior and began to focus on average daily attendance because that was the basis of funding formulas. Exploration of alternative ways of responding to violent behavior would require a fundamental change in how the institution and the provision of educational services were conceptualized by those in authority. This historical worry with control has limited the ability of schools and administrators to respond creatively to the crisis created by the increase of violence and disorder (Noguera, 1995). The strategy that many systems adopt is one of converting schools into prison-like facilities.
The belief is that the best way to reduce violence is to identify students with the potential for committing acts of violence, and to exclude them from the rest of the population. Noguera argues that schools must find ways to create more humane learning environments so that students, staff, and administrators feel less alienated, threatened, and repressed. Morrison, Furlong, and Morrison (1994) offer a framework for safe versus unsafe schools, arguing that safe schools are effective, while unsafe schools cannot and will not be effective. Unsafe schools are characterized by chaos, stress, and disorganization.
They lack clear and consistent school disciplinary expectations and are poorly designed with respect to the use of physical space. Staff members are unable to monitor and supervise student behavior effectively or efficiently. Safe schools, on the other hand, are characterized by a more positive school climate and atmosphere; have high levels of student, staff, and parent participation; have students who are attached to their school; and have clear and high expectations for student performance and behavior. School is also a place where children from diverse racial and cultural backgrounds come together and spend a great part of their day together. This can contribute to incidents of violence due to racial tension, cultural differences in attitudes and behavior, or an admixture of children from diverse neighborhoods (e. g. , busing children to school from a different part of town).
Regulus (1995) calls for an integration of a staff culture that emphasizes nonviolent means of conflict resolution with the student culture. Student culture reflects normative adolescent developmental issues, such as the important influence of the peer group, increased need for independence and autonomy, and the struggle to establish a personal identify, as well as recognition of culture-specific priorities like maintaining personal racial or ethnic identity. Attending to race and culture issues acknowledges that schools do not operate in a social or cultural vacuum. Several researchers and educators have pointed out that the community context of a school is critical to the level of school crime and violence at that school (Fellow, Like, South, & McNulty, 1994. This relationship has significant implications for intervention, because even great emphasis and effort on altering the general climate within the school building would be difficult to sustain over time without support from the neighborhood or a concomitant change in the surrounding community.
This makes sense, particularly in light of the reason for such high recidivism rates among juvenile offenders: after incarceration, individuals often return to the very environments, peer groups, neighborhoods, and social factors that contributed to their initial involvement in delinquent and criminal activity (Lips, 1992. Teachers and administrators are increasingly isolated from the students and neighborhoods they serve, particularly in urban areas. This distance is exacerbated by fear. Teachers who are afraid of their students or are uncomfortable in their workplace will have difficulty maintaining order and discipline. In Tucson, one elementary school teacher actually smells her students as she greets them at the door of her room each morning; this tells her about what the student may have done that morning or the night before. When fear is at the center of the student-teacher relationship, tea...
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Research essay sample on Year Old Boy Acts Of Violence
