Youth violence in American schools: how can it be alleviated
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Lewiston [u.a.]
Mellen
2009
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references (p. 165-182) |
| Beschreibung: | V, 185 S. 24 cm |
| ISBN: | 9780773449176 0773449175 |
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Datensatz im Suchindex
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| adam_text | TABLE OF CONTENTS FOREWORD BY PRESS ROBINSON, PH.D. . I PREFACE III
ACKNOWLEDGMENTS V CHAPTER ONE - BE THE BEACON OF LIGHT THAT REFLECTS;
PEACE EDUCATION IN BEHAVIOR AND INTERACTION . . . . . . . . . . . . . .
. . . . . . . . . . . . . 1 ROSE DUHON-SELLS, GLENDOLYN DUHON-JEANLOUIS,
GWENDOLYN DUHON-OWEN, AND ALICE DUHON-MCCULLUM INTRODUCTION AND OVERVIEW
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . 1 REACTION TO A CATASTROPHE . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . 1 TYMCE ROCKS 4
SUMMARY 6 CHAPTER TWO -CHILDREN EXPOSED TO WAR AND VIOLENCE: HOW DOES
ONE PREPARE AUTHORITATIVE FIGURES AND AID IN THE ELIMINATION OFVIOLENCE
IN THE CLASSROOM? 7 DORIS L. TERRELL, ASHRAFESMAIL, AND KATHY FRANKLIN
INTRODUCTION AND OVERVIEW 7 TURMOIL AND MISERIES FACING CHILDREN 7
CHILDREN S CONCEPTION OFVIOLENCE AND AUTHORITY 8 PREPARATION OFPARENTS,
TEACHERS AND FUTURE TEACHERS 10 SPECIFIC LEARNING ACTIVITIES 12 CHILD
DEVELOPMENT RESEARCH . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . 13 RESPONSES TO POLITICAL VIOLENCE 18 SOCIA!
MEANINGS OF SUFFERING . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . 19 SUMMARY 23 REFERENCES 28 CHAPTER THREE -
THE APPLE PROGRAM, A STUDENT, HOME, AND SCHOOL PREVENTION PARTNERSHIP:
TO IMPACT THE ACADEMIC, SOCIAL, AND PERSONAL DEVELOPMENT OF AT-RISK
STUDENTS 33 HORACE R. RICE, ASHRAFESMAIL, DORIS L. TERRELL, AND KATHY
FRANKLIN INTRODUCTION AND OVERVIEW 33 REALIZATION OFVIOLENCE IN SCHOOL
ENVIRONMENTS 33 RECOGNIZING THE NEED FOR PREVENTION PROGRAMS 39 THE
ADMINISTRATIVE APPLE? 42 THEORETICA! FRAMEWORK 43 CONTEXTUAL SETTING 45
THE SCHOOL S ROLE 46 ACTING SWIFTLY 48 CLUBS AND ORGANIZATIONS 49
ATHLETIC TEAMS, BAND, CHOIR, CHEERLEADERS 49 THE PARENT S ROLE 50 THE
STUDENT S ROLE 51 REFERENCES 53 CHAPTER FOUR - PEACE EDUCATION:
REFLECTIONS IF I CAN SEE MYSELF I CAN CHANGE 57 DORIS L. TERRELL,
ASHRAFESMAIL, KATHY FRANKLIN, AND MATTIE SPEARS INTRODUCTION AND
OVERVIEW 57 BACKGROUND ON PEACE 58 EFFECTIVE TEACHING METHODS 59
PREVENTION PRO GRAMS FOR SCHOOLS 62 TEACHERS AND PARENTS INVOLVEMENT IN
PREVENTION EFFORTS 62 CRIME AND SAFETY PRACTICES 63 CRISIS MANAGEMENT
PLANS 64 BARRIERS TO SAFE SCHOOLS 64 REFLECTIONS: IFI CAN SEE MYSELFI
CAN CHANGE 65 SPECIFIC LEARNING ACTIVITIES 69 WHAT CAN WE DO
INDIVIDUALLY? 71 SUMMARY 72 REFERENCES 72 CHAPTER FIVE - PEACE
EDUCATION: CLASSROOM MANAGEMENT IN THE URBAN CENTER. 75 ANNA LAMIKANRA,
ASHRAF ESMAIL, AND SHIREEN KADIVAR INTRODUCTION AND OVERVIEW 75 SETTING:
TODAY S URBAN SCHOOL 75 EFFECTIVE TEACHING METHODS 77 PURPOSES SERVED BY
GOOD CLASSROOM MANAGEMENT 77 MAINTAINING A SAFE AND POSITIVE CLASSROOM
ATMOSPHERE 77 EFFECTIVE TEACHER LEADERSHIP IN CLASSROOM MANAGEMENT 79
KNOWING CONTENT MAY CURB MANAGEMENT PROBLEM 80 SPECIFIC TIPS FOR THE
INNER CITY 81 STUDENT BEHAVIOR 81 PHYSICAL CONDITIONS OF THE ROOM 82
NEATNESS AND ATTRACTIVENESS OFTHE ROOM 82 DISTRIBUTION OF MATERIALS 82
MOVEMENT OFTEACHER IN CLASS SESSION 82 SETTING OF STUDENTS 83 USE
OFVOICE TONE AND VOCABULARY 83 SUMMARY G3 QUESTIONS FOR DISCUSSION 84
REFERENCES 85 CHAPTER SIX - TEACHING PEACE EDUCATION AND CONFLICT
ANALYSIS AND RESOLUTION PROCESSES THROUGH THE VISUAL THINKING STRATEGIES
METHOD 87 SHIREEN KADIVAR, HOOSHANG KADIVAR, PERRY CARTER, SUJATA DUBE
AND ASHRAF ESMAIL INTRODUCTION AND OVERVIEW 87 VISUAL THINKING
STRATEGIES 88 REFERENCES 93 CHAPTER SEVEN - THE RATIONALE FOR USING
CRITICAL LITERACY IN PEACE EDUCATION . 97 SHIREEN KADIVAR, SUJATA DUBE,
AND ASHRAF ESRNAIL INTRODUCTION AND OVERVIEW 97 WHAT IS CRITICAL
LITERACY? 97 FREIRE AND HORTON: PEDAGOGY OFSOCIAL CHANGE 99 THE
ELICITIVE APPROACH TO LEARNING IN PEACE EDUCATION 103 REFERENCES . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . 103 CHAPTER EIGHT - ADDRESSING THE PROBLEM OF
SCHOOL VIOLENCE: AN APPROACH TO PEACE EDUCATION 107 CAROLYN E. GROSS AND
ASHRAF ESRNAIL INTRODUCTION AND OVERVIEW . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . 107 THE NATURE OF SCHOOL
VIOLENCE 107 EFFECTIVE TEACHING METHODS 112 SPECIFIC LEAMING ACTIVITIES
115 SUMMARY 117 REFERENCES . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 CHAPTER
NINE - HORNE SCHOOLING: PROTECT YOUR CHILD(REN), A SENSE OFPEACE . 121
BMCETTA MCCLUE, ASHRAF ESRNAIL, AND CHRIS ROSE INTRODUCTION AND OVERVIEW
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . 121 WHY SHOULD I HORNE SCHOOL? 122 HOW DOES HORNE SCHOOLING HELP
YOUR CHILD (REN)? 123 WHO CAN HORNE SCHOOL AND WHAT RNETHOD TO USE? 124
SORNE ADVANTAGES OF HORNE SCHOOLING 125 SOME DISADVANTAGES OF HORNE
SCHOOLING 125 SUMMARY 126 REFERENCES 127 CHAPTER TEN - INCORPORATING
PEACE EDUCATION STRATEGIES IN THE UNIVERSITY CLASSROOM: APPROACHES USED
IN SOCIOLOGY COURSES 129 LISA EARGLE, SHYAMAL DAS, AND ASHRAF ESMAIL
INTRODUCTION AND OVERVIEW . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . 129 ACTIVITIES 131 DIVERSE STUDENT
RESEARCH TEAMS 131 CONTROVERSIAL TOPIC DEBATES 133 COURSE LECTURE
CONTENT 134 EXTENT OF PEACE EDUCATION PROGRAMS . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . 134 REFERENCES 136 CHAPTER ELEVEN -
THE IMPACT OF VIOLENCE ON THE LIVES OF CHILDREN 139 CAROLYN E. GROSS AND
ASHRAF ESMAIL INTRODUCTION AND OVERVIEW 139 THE IMPACT OF VIOLENCE ON
CHILDREN 140 THE IMPACT OFVIOLENCE ON SOCIETY 143 PEACE EDUCATION:
EFFECTIVE TEACHING METHODS 144 LEARNING ACTIVITIES 145 ELEMENTARY . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . 146 MIDDLE SCHOOL 147 HIGH SCHOOL 148 SUMMARY 149
REFERENCES 150 CHAPTER TWELVE - REFLECTION ON CRIME AND SAFETY IN THE
SCHOOLS: A CURRICULUM, INSTRUCTION AND EDUCATIONAL LEADERSHIP PROBLEM
153 DORIS L. TERRELL, ASHRAFESMAIL, ROSE DUHON-SELLS, AND KATHY FRANKLIN
INTRODUCTION AND OVERVIEW 153 PREVENTION PROGRAMS FOR SCHOOLS 157
TEACHERS AND PARENTS INVOLVEMENT IN PREVENTION EFFORTS 159 CRIME AND
SAFETY PRACTICES 159 CRISIS MANAGEMENT PLANS 160 BARRIERS TO SAFE
SCHOOLS 160 REFERENCES 163 BIBLIOGRAPHY 165 ABOUT THE AUTHORS 183
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| spelling | Youth violence in American schools how can it be alleviated ed. by Rose M. Duhon-Sells, Ashraf Esmail, James Takona Lewiston [u.a.] Mellen 2009 V, 185 S. 24 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references (p. 165-182) School violence United States Prevention Youth and violence United States Prevention Children and violence United States Prevention Peace Study and teaching United States Prävention (DE-588)4076308-0 gnd rswk-swf Schüler (DE-588)4053369-4 gnd rswk-swf Gewalt (DE-588)4020832-1 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Schüler (DE-588)4053369-4 s Gewalt (DE-588)4020832-1 s Prävention (DE-588)4076308-0 s DE-604 Duhon-Sells, Rose M. Sonstige oth Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017744497&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Youth violence in American schools how can it be alleviated School violence United States Prevention Youth and violence United States Prevention Children and violence United States Prevention Peace Study and teaching United States Prävention (DE-588)4076308-0 gnd Schüler (DE-588)4053369-4 gnd Gewalt (DE-588)4020832-1 gnd |
| subject_GND | (DE-588)4076308-0 (DE-588)4053369-4 (DE-588)4020832-1 (DE-588)4078704-7 |
| title | Youth violence in American schools how can it be alleviated |
| title_auth | Youth violence in American schools how can it be alleviated |
| title_exact_search | Youth violence in American schools how can it be alleviated |
| title_full | Youth violence in American schools how can it be alleviated ed. by Rose M. Duhon-Sells, Ashraf Esmail, James Takona |
| title_fullStr | Youth violence in American schools how can it be alleviated ed. by Rose M. Duhon-Sells, Ashraf Esmail, James Takona |
| title_full_unstemmed | Youth violence in American schools how can it be alleviated ed. by Rose M. Duhon-Sells, Ashraf Esmail, James Takona |
| title_short | Youth violence in American schools |
| title_sort | youth violence in american schools how can it be alleviated |
| title_sub | how can it be alleviated |
| topic | School violence United States Prevention Youth and violence United States Prevention Children and violence United States Prevention Peace Study and teaching United States Prävention (DE-588)4076308-0 gnd Schüler (DE-588)4053369-4 gnd Gewalt (DE-588)4020832-1 gnd |
| topic_facet | School violence United States Prevention Youth and violence United States Prevention Children and violence United States Prevention Peace Study and teaching United States Prävention Schüler Gewalt USA |
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