Titlebook: Victimization in Schools; Gary D. Gottfredson,Denise C. Gottfredson Book 1985 Plenum Press, New York 1985 Image.Nation.education.organizat

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School Size, Staffing, and Resources, examine more explicitly hypotheses that these school characteristics influence other aspects of school climate, which in turn are related to delinquency. In this chapter we begin the task by examining correlations of school size, staffing patterns, and resources with our measures of school disorder.

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School Climate and Administration,hafer (1972), and Hirschi (1969). As a consequence, the Safe School Study survey instruments collected a broad range of information pertinent to the evaluation of these speculations. This chapter summarizes research on the dimensions of school climate and administration, and it examines the relations of these dimensions to school disorder.

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Demographic and Social Composition,t might not be true. In general, schools must cope with, educate, manage, minister to, and interact with the kinds of students allocated to them; and desegregation and busing are also events that are in some sense imposed on the schools.

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Scope of the Research,es to cope with delinquency and disruption in schools, and to find more efficient ways to prevent dilinquency in general. This book describes progress toward our goal by summarizing some ecological analyses of natural variations in the rates of disruptive behavior across schools. We seek to learn ab

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The Measurement of School Disorder,s of personal victimization. In other words, vandalism and property loss are excluded from the present focus. A sizable number of different items on the principal, teacher, and student questionnaires requested information about victimization experiences and school disruption. Information was request

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