Session Information
16 SES 06 A, Technology Enhanced Learning: Problems and Promises (Part 2)
Symposium, continued from 16 SES 05 A
Time:
2009-09-29
10:30-12:00
Room:
NIG, HS 2i
Chair:
Karl Steffens
Discussant:
Ton Mooij
Contribution
Manifestations and consequences of antisocial and violent behaviour in and around schools are undesirable from pedagogical, social, and societal perspectives. Research shows that personal, cultural, educational, and demographical characteristics of pupils are related differently to their socially problematic or violent behaviour and the motives for this behaviour. Dependent on their role as a victim, perpetrator, or witness, and the actor or actors in the complementary role (other pupils, teachers, other school personnel, or family of pupils), different motives seem to be important in the behavioural violence relationships between different social actors in and around schools. However, systematic research into this issue seems to be very scarce, despite the fact that knowing more about such embedded motives could provide main clues to reducing or preventing violent behaviour in and around schools (cf. Loeber et al., 2008; Mooij, 2005). One of the reasons for this lack of information seems to be that using paper questionnaires in traditional survey or monitoring research, comprehensive clarification of these issues requires the involvement of large numbers of different persons in rather complicated research designs and processes. Nowadays, however, such investigations are made possible by the use of the Internet as a methodological procedure to collect data in comprehensive ways with multiple users (cf. Mooij, 2006, 2007). Using the Internet in this manner will allow us to investigate the field of violence in Dutch school in a very differentiated manner.
Method
Expected Outcomes
References
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