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Abstract
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AUTHOR'S ABSTRACT:
Aggressiveness and violence in schools are concerns that educators have to address. Teachers understand and recent research in brain functioning confirms that learning is not only hampered but impossible in settings where students do not feel safe and secure enough to take educational risks. Using a random method of sampling, the study focused on six secondary schools located in the Chicago Public Schools System. Each school's administrator was interviewed and two teachers at the school were also interviewed by a person trained in the Urban Teacher Selection Interview. Clusters of comparable traits were identified and a statistical comparison was made with teachers scoring well on the Urban Teacher Selection Interview. This study articulates common characteristics of Gentle Teachers (de-escalators) that provide students with classroom environments that promote non-threatening, accepting, risk-taking communities. Twelve teachers are described as either de-escalators or escalators by their school administrators, Gentle Teacher characteristics are identified through the use of Q-sorts, wests, discriminant analysis, and the Urban Teacher Selection Interview. A high correlation is found between outstanding teachers in the interview and characteristics that administrators find common to teachers who de-escalate violence and aggression. (Abstract Adapted from Source: Dissertation Abstracts International, 1999. Copyright © 1999 by Fred Chesek; University Microfilms International)
Illinois
Classroom Management
Juvenile Violence
Juvenile Aggression
Juvenile Offender
Late Adolescence
High School Student
Aggression Intervention
Violence Intervention
School Violence
Teacher Response
School Personnel Response
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