This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Google Scholar Articles by Zwier, G. Articles by Vaughan, G. M. Search for Related Content Social Bookmarking                   What's this?

Three Ideological Orientations in School Vandalism Research

University of Auckland

School vandalism is one of the major problems threatening the educational system of various western countries. We review the literature on this topic and point out some of the difficulties that hamper a thorough understanding of this social phenomenon. We emphasize those strategies that have been found to be successful in reducing the incidence of this offence. We interpret the available information in terms of three ideological orientations: conservative, liberal, and radical, each of which can be shown to result in effective policies. The choice as to which strategy to employ on a national basis thus depends less on its proven efficacy than on the values and attitudes of those concerned with the problem. Hence, we argue that future investigations into school vandalism must adopt an "action research" approach, that is, research that continually assesses the effect that certain manipulations have on a specific school system. Representatives of all interested parties (teachers, parents, and students) must decide with the principal which particular strategy changes the existing conditions most favorably for all concerned.

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?

This article has been cited by other articles:

				M. Furlong and G. Morrison The School in School Violence: Definitions and Facts Journal of Emotional and Behavioral Disorders, January 1, 2000; 8(2): 71 - 82. [Abstract] [PDF]