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TITLE OF DOCUMENT:

School climate and school violence. A comparative study between Spain and France.

NAME OF AUTHOR(S):

C.Blaya, E.Debarbieux, R.Del Rey, and, R. Ortega.

NAME OF PUBLISHER:

Revista de Educación, 339, 293-315, 2006.

LANGUAGE OF DOCUMENT:

Spanish

LANGUAGE OF THE REVIEW:

English

KEYWORDS:

school violence, school climate, European Observatory on School Violence, secondary school, comparative study.

DOCUMENT TYPOLOGY:

Research

TARGET GROUP OF PUBLICATION:

Researchers.

SIZE OF THE PUBLICATION:

21 - 100 pages

DESCRIPTION OF CONTENTS:

This article aims to make clear that there is international concern by phenomenon of school violence. No But not yet know the full extent of this phenomenon in each country Europe and what are the differences and commonalities between them. Hence, the European Observatory of School Violence brings together a network of researchers, staff government to try to advance the understanding of school violence. In this paper, we show one of the first research conducted in the framework of the European Observatory of Violence, which shares the same methodology and tools in order to compare the climate and school violence in secondary schools in two different countries Europe such as Spain and France.

REVIEWER’S COMMENTS ON THE DOCUMENT:

This article highlights by exposing the lack of effective cooperation that has not had utililzado the same tools and procedures validated by a comparative study between European countries. It was necessary to make real comparative studies used the same methodology, and the same tools and procedures for collecting and analyzing data. And is precisely what has been done in the study presented, made under the European Observatory of School Violence., in which data contrast between Spain and France. The comparative study makes revealed differences regarding the way they viewed social conflict, the perception of insecurity and violence in both countries. These differences are significant in relation to indicators of the perception school climate by the school community and in relation to the feeling security perceived by students. The Spanish students tend to see social climate within the school a more positive and less stress observed between teachers and students, although the French students more positively valued peer relations. Similarly, the Spanish school express a lower level of feelings of insecurity about school compared to the French students.

NAME OF THE REVIEWING ORGANISATION:

University of Seville

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