Palabras clave
Violencia
escuela
acoso
papel del docente
escuela
acoso
papel del docente
Cómo citar
Valdés-Cuervo, Ángel A., Tánori-Quintana, J., Sotelo-Quiñonez, T. I., & Ochoa-Arreola, J. A. (2018). Prácticas docentes, clima social, seguridad escolar y violencia entre estudiantes. Magis, Revista Internacional De Investigación En Educación, 10(21), 109-120. https://doi.org/10.11144/Javeriana.m10-21.pdcs
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El contexto escolar previene el acoso escolar. El estudio analizó las relaciones entre las prácticas docentes de intervención directa, la seguridad, el clima escolar y el acoso entre estudiantes. La muestra se compone de 291 estudiantes con edades entre 9 y 13 años (M = 10.94, DE = 2.77) de 17 escuelas primarias de un estado de México. Los resultados de la regresión lineal sugieren que las prácticas de intervención directa, la seguridad y un clima escolar positivo disminuyen el acoso. Se concluye que las variables involucradas en el estudio previenen el acoso. Finalmente, se discuten implicaciones de los hallazgos.
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Akalin, Selma & Sucuoglu, Bulbin (2015). Effects of Classroom Management Intervention Based on Teacher Training and Performance Feedback on Outcomes of Teacher-Student Dyads in Inclusive Classrooms. Educational Sciences: Theory & Practice, 15 (3), 739-758. http://dx.doi.org/10.12738/estp.2015.3.2543. Disponible en: http://www.estp.com.tr/wp-content/uploads/2015/05/ESTPApril2015_739_758.pdf
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Bosworth, Kris & Judkins, Maryann (2014). Tapping into the Power of School Climate to Prevent Bullying: One Application of School Wide Positive Behavior Interventions and Supports. Theory Into Practice, 53 (4), 300-307. http://dx.doi.org/10.1080/00405841.2014.947224
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Cornell, Dewey & Bradshaw, Catherine P. (2015). From a Culture of Bullying to a Climate of Support: The Evolution of Bullying Prevention and Research. School Psychology Review, 44 (4), 499-503. http://dx.doi.org/10.17105/spr-15-0127.1
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Akalin, Selma & Sucuoglu, Bulbin (2015). Effects of Classroom Management Intervention Based on Teacher Training and Performance Feedback on Outcomes of Teacher-Student Dyads in Inclusive Classrooms. Educational Sciences: Theory & Practice, 15 (3), 739-758. http://dx.doi.org/10.12738/estp.2015.3.2543. Disponible en: http://www.estp.com.tr/wp-content/uploads/2015/05/ESTPApril2015_739_758.pdf
Alfaro-Molina, Ivannia; Kenton-Paniagua, Karen & Leiva-Díaz, Viriam (2010). Conocimientos y percepciones del profesorado sobre violencia en los centros educativos públicos. Enfermería Actual en Costa Rica, 18, 1-10. Disponible en: www.redalyc.org/articulo.oa?id=44817860001
Álvarez-García, David; García, Trinidad & Núñez, José Carlos (2015). Predictors of School Bullying Perpetration in Adolescence: a Systematic Review. Aggression and Violent Behavior, 23, 126-136. http://dx.doi.org/10.1016/j.avb.2015.05.007
American Educational Research Association, AERA (2013). Prevention of Bullying in Schools, Colleges, and Universities. Research Report and Recommendations. Washington, DC: AERA. Disponible en: https://www.aera.net/Portals/38/docs/News%20Release/Prevention%20of%20Bullying%20in%20Schools,%20Colleges%20and%20Universities.pdf
Bauman, Sheri & Del Río, Adrienne (2005). Knowledge and Beliefs about Bullying in Schools Comparing Pre-Service Teachers in the United States and the United Kingdom. School Psychology International, 26 (4), 428-442. DOI 10.1177/0143034305059019
Blunch, Niels J. (2013). Introduction to Structural Equation Modeling Using IBM SPSS Statistics and AMOS (2nd ed.). Thousand Oaks, California: Sage.
Bosworth, Kris & Judkins, Maryann (2014). Tapping into the Power of School Climate to Prevent Bullying: One Application of School Wide Positive Behavior Interventions and Supports. Theory Into Practice, 53 (4), 300-307. http://dx.doi.org/10.1080/00405841.2014.947224
Boulton, Michael J. (2014). Teachers' Self-Efficacy, Perceived Effectiveness Beliefs, and Reported Use of Cognitive-Behavioral Approaches to Bullying among Pupils: Effects of In-Service Training with the I DECIDE Program. Behavior Therapy, 45 (3), 328-343. http://dx.doi.org/10.1016/j.beth.2013.12.004
Burger, Christoph; Strohmeier, Dagmar; Spröber, Nina; Bauman, Sheri & Rigby, Ken (2015). How Teachers Respond to School Bullying: An Examination of Self-Reported Intervention Strategy Use, Moderators, and Concurrent Use Multiple Strategies. Teaching and Teacher Education, 51, 191-202. http://dx.doi.org/10.1016/j.tate.2015.07.004
Byrne, Barbara M. (2010). Structural Equation Modeling with AMOS. Basic concepts, applications, and programming (2nd ed.). New York, New York: Routledge Taylor & Francis Group.
Caravita, Simona C. S.; Blasio, Paola di & Salmivalli, Christina (2009). Unique and Interactive Effects of Empathy and Social Status on Involvement in Bullying. Social Development, 18 (1), 140-163. http://dx.doi.org/10.1111/j.1467-9507.2008.00465.x
Carrillo-Navarro, José Claudio; Prieto-Quezada, María Teresa & Jiménez-Mora, José (2013). Bullying, violencia entre pares en escuelas de México. En Alfredo Furlán-Malamud & Terry Carol SpitzerSchwartz (eds.). Convivencia, disciplina y violencia en las escuelas 2002-2011, 223-260. México: Asociación Nacional de Universidades e Instituciones de Educación Superior en México, Consejo Mexicano de Investigación Educativa, ANUIES/COMIE.
Cava, María Jesús; Musitu, Gonzalo; Buelga, Sofia & Murgui, Sergio (2010). The Relationships of Family and Classroom Environments with Peer Relational Victimization: An Analysis of their Gender Differences. The Spanish Journal of Psychology, 13 (1), 156-165.
Cerezo-Ramírez, Fuensanta & Ato-García, Manuel (2010). Social Status, Classroom Climate and Bullying among Adolescent Pupils. Anales de Psicología, 26 (1), 137-144. Disponible en: http://revistas.um.es/analesps/article/view/92131/88721
Cohen, Jonathan; McCabe, Elizabeth M.; Michelli, Nichollas M. & Pickeral, Terry (2009). School Climate: Research, Policy, Practice and Teacher Education. Teacher College Record, 111 (1), 180-213. Disponible en: http://ww.ijvs.org/files/Publications/School-Climate.pdf
Collie, Rebecca J.; Shapka, Jennifer D. & Perry, Nancy E. (2011). Predicting Teacher Commitment: the Impact of School Climate and Social-Emotional Learning. Psychology in the Schools, 48 (10), 1034-1048. http://dx.doi.org/10.1002/ pits.20611
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