[雙語(yǔ)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

1、2750 英文單詞， 英文單詞，15500 英文字符，中文 英文字符，中文 4500 字文獻(xiàn)出處： 文獻(xiàn)出處：Mertoglu M. The Role of School Management in the Prevention of School Violence [J]. Procedia - Social and Behavioral Sciences, 2015, 182:695-702.The Role of School M

2、anagement in the Prevention of School ViolenceMunevver MertogluAbstractReducing violent behavior in school to increase students' academic achievement in secondary schools, with training and guidance given to the admi

3、nistrators and teachers throughout 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 th

4、e study group are given training 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, admi

5、nistrators, teachers and students' perception of violence has decreased significantly, a statistically significant increase in students' academic achievement were determinedKeywords: School, violence, school mana

6、gement, attitude, perception of violence1. IntroductionSchool administrators at all levels must ensure a safe learning environment at school. According to the Ministry of Education Pre-School Regulation for Education and

7、 Primary Education Institutions, Article 39, published 26.07.2014, and numbered 29072, Official Gazette, schools are managed by Principals along with other school employees, and the Principal is responsible for fulfillin

8、g all school related tasks including education, security, maintenance, protection, nutrition, and hygiene in accordance with the relevant activity and legislation principles.Violent acts in school are one of the primary

9、problems threatening school safety. The World Health Organization (WHO) reviewed school violence in the 49th World Health Assembly, and accepted it as a public safety priority (Mertoglu, 2011). Providing a safe environme

10、nt in schools, which are responsible for the well-being of numerous children, is a basic responsibility of the school administration.“Violence against children at school” consists of attitudes and behaviors which harm th

11、e physical or cognitive health of children and negatively affects their development (Martin “the intentional use of physical force or power, threatened or actual, against oneself, another person, or against a group or c

12、ommunity, that either results in or has a high likelihood of resulting in injury, death, psychological harm, maldevelopment, or deprivation“ (WHO, 2011).Violent acts in school could be; from teacher or administrator to s

13、tudent, between students, between teachers, between administrators and teachers, or from student to administrator or to teacher.Violent behaviors of teachers are defined as; a behavior pattern inflicted from power differ

14、ences that significantly harm students and have no legal, academic, or ethic purpose (Institute for the Study and Prevention of Violence, Kent State University, 2003). Similar circumstances can be seen in violent acts be

15、tween students.poverty, and unemployment which are relevant to violence in general also reflect on school violence.As a result of large migrations from rural settings, children from rural families trying to adapt to cit

16、y life are more often exposed to poor communication and 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

17、family related and genetic related violence sources is 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 o

18、f school violence and its’ precautions between high 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 physica

19、l conditions of the school, the effectiveness of 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 soc

20、io-economic factors vary, if administrators and teachers are supportive, and negative behaviors are low, the perception of violence decreases significantly (Mertoglu, Dogutas, Cemalc?lar, 2012).For the prevention of viol

21、ence in schools, an unprecedented, both in 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-P

22、ursaklar neighborhood, were chosen for a 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 st

23、udy group. Additionally, 98 administrators 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 co

24、nsultations with teachers and administrators 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 pla

25、cement test statistically improved (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

26、 a 3 year period. Similar results 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 pro

27、grams aimed at the prevention 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 hav

28、e only been supported 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

29、 be obtained by repeating 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 i