학술논문
Elementary- and Middle-School Teachers' Reasoning about Intervening in School Violence: An Examination of Violence-Prone School Subcontexts.
Document Type
Journal Articles
Reports - Descriptive
Reports - Descriptive
Source
Subject
Language
English
ISSN
0305-7240
Abstract
Compares middle-school and elementary school teachers' reasoning about their professional roles when violence occurs in school subcontexts such as hallways, cafeterias, and playgrounds. Uses concepts from urban planning, architecture, criminology, and cognitive developmental domain theory to explore teachers' moral attitudes toward school responsibilities. Suggests elementary teachers frequently get involved. (CAJ)