[雙語翻譯]校園暴力外文翻譯--學(xué)校管理在預(yù)防校園暴力中的作用（原文）

1、 Procedia - Social and Behavioral Sciences 182 ( 2015 ) 695 – 702 Available online at www.sciencedirect.com ScienceDirect1877-0428 © 2015 The Authors. Published by Elsevier Ltd. This is an open access article

2、 under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of Academic World Research and Education Center. doi: 10.1016/j.sbspro.2015.04.815 4th WORLD CONFEREN

3、CE ON EDUCATIONAL TECHNOLOGY RESEARCHES, WCETR- 2014 The Role of School Management in the Prevention of School Violence Munevver Mertoglua* aAsst. Prof.,Faculty of Law, CEHAMER, Istanbul Kultur Univercity, Bahcelievler

4、, Istanbul, 34156, Turkey Abstract Reducing violent behavior in school to increase students' academic achievement in secondary schools, with training and guidance given to the administrators and teachers through

5、out the year. This study was carried out at intervals of one year in counties of Ankara (Pursaklar) and ?zmir (Buca). Every month for a period of one year, administrators and teachers in the study group are given train

6、ing and guidance support. As a result of the application, administrators and teachers' attitudes had changed significantly in favor of the study group. Also in favor of study groups, administrators, teachers and stu

7、dents' perception of violence has decreased significantly, a statistically significant increase in students' academic achievement were determined © 2015 The Authors. Published by Elsevier Ltd. Peer-review

8、 under responsibility of Academic World Research and Education Center. Keywords: Schoo, violence;, school managemen, attitude; perception of violence 1. Introduction School administrators at all levels must ensure a safe

9、 learning environment at school. According to the Ministry of Education Pre-School Regulation for Education and Primary Education Institutions, Article 39, published 26.07.2014, and numbered 29072, Official Gazette, sc

10、hools are managed by Principals along with other school employees, and the Principal is responsible for fulfilling all school related tasks including education, security, maintenance, protection, nutrition, and hygiene

11、 in accordance with the relevant activity and legislation principles. Violent acts in school are one of the primary problems threatening school safety. The World Health Organization (WHO) reviewed school violence

12、 in the 49th World Health Assembly, and accepted it as a public safety * Munevver Mertoglu. Tel.: +90-532-245-1215. E-mail address: m.mertoglu@iku.edu.tr © 2015 The Authors. Published by Elsevier Ltd. This is an op

13、en access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of Academic World Research and Education Center.697Munevver Mertoglu / Procedia - S

14、ocial and Behavioral Sciences 182 ( 2015 ) 695 – 702 As a result of large migrations from rural settings, children from rural families trying to adapt to city life are more often exposed to poor communication and

15、behavior at home. When the impacts of these behaviors are carried to school it makes things more difficult for teachers and administrators (Healy, 1997). Addressing family related and genetic related violence sources i

16、s a difficult and long process. However, determining and managing school related sources of violence may be a more achievable (Mertoglu, 2008). In a comparative study of school violence and its’ precautions between high

17、 schools in Turkey and United States a number of contributing factors identified were analyzed including: the student’s perception of violence in the school, the physical conditions of the school, the effectiveness o

18、f the school’s academic program, and the positive attitudes of the teachers and administrators towards the students. In this study it is seen that even though family and socio-economic factors vary, if administrators

19、and teachers are supportive, and negative behaviors are low, the perception of violence decreases significantly (Mertoglu, Dogutas, Cemalc?lar, 2012). For the prevention of violence in schools, an unprecedented, both i

20、n Turkey and in the world, experimental application and research model is developed based on the mentioned research. In the 2010-11 school year two elementary schools in Ankara-Pursaklar neighborhood, were chosen for a

21、 comparative study. One school served as a control group and the second school as the test group. The study comprised a total of 570 students; 292 in the control group and 278 in study group. Additionally, 98 administr

22、ators and teachers participated in the study. A more positive approach was observed in the attitudes of the study group compared to the control group following monthly seminars and consultations with teachers and admin

23、istrators by a group of experts. A significant decrease in some violent acts and student absenteeism was observed in the study group. Academic success of students in some courses on placement test statistically improved

24、 (Mertoglu, Ayd?n, 2013). Because of the positive results of Ankara-Pursaklar study on raising academic success and decreasing absenteeism a similar program was undertaken in ?zmir over a 3 year period. Similar results

25、 have been obtained. Previously unpublished data form the ?zmir-Buca study (Program & Abstract, 2011) presented in this study has results similar to the Ankara-Pursaklar study. The programs aimed at the preve

26、ntion of violence in schools and improving academic achievement were repeated in Ankara and ?zmir during different years. School administrators and teachers participating in training programs have only been supported

27、with education and guidance. Changes were not made to other variables in the teaching environment that could affect the results. The positive results of these programs suggest that similar result can be obtained by rep

28、eating these programs in other school districts. The results also suggest that administrators and teachers plays a huge role in schools and continuing training of these groups can lead to measureable improvements in sc

29、hool results and a decrease in school violence. The purpose of this program is to demonstrate that levels of school violence and absenteeism can be lowered and academic success improved by giving training seminars t

30、o teachers and administrators. To test this concept, multiple seminars were conducted with teachers and school administrators in the Ankara-Pursaklar School District of Turkey and later repeated in the ?zmir-Menderes

31、School District of Turkey. 2. Materials and Methods Four elementary schools from low socio-economic environments, two functions as the study groups and two functions as control groups, were chosen in collaboration the

32、?zmir Directorate of National Education. The schools were considered to be equivalent in terms of academic performance and teaching standards The study group consisted of 308 students (7th and 8th grade) there were 116

33、in the control group and 192 in the study group. Teachers and administrators totaled 131. At the beginning of 2009-2010 school years, between September 7 and September 18, 2009, administrators and teachers in study gr