59 research outputs found

    Lawrence Today, Volume 77, Number 4, Summer 1997

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    https://lux.lawrence.edu/alumni_magazines/1029/thumbnail.jp

    The Murray Ledger and Times, March 4, 1992

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    The Murray Ledger and Times, April 4, 1998

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    November 5, 1998

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    The Breeze is the student newspaper of James Madison University in Harrisonburg, Virginia

    February 21, 2015 (Weekend) Daily Journal

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    Forced to Learn: Community-based Correctional Education

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    Community-based correctional education has received scant attention in adult literacy research yet mandatory education is a growing part of the legal system and is fueled by research that suggests a link between correctional education and lower rates of recidivism. Growth in alternative to prison programs affects local ABE and GED programs. Adults who attend community-based correctional programs as a condition of their probation or parole face many challenges. The purpose of this existential-phenomenological study was to understand the experience of those adults. Findings describe students’ experiences of being forced to attend a GED program. Opening a space for these stories may help adult educators in community-based programs improve their practice by understanding how students experience the GED program

    The Protective Behaviors of Student Victims: Responses to Direct and Indirect Bullying

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    Most research on school bullying has focused on its prevalence, characteristics of bullies and victims, and programmatic responses undertaken by schools to prevent or reduce bullying. Few studies have investigated victims' responses to bullying at school. While the public, national media, and recent studies implicate bullying as a factor in cases of school violence, little research to date examines the self-protective behaviors of bullying victims. This raises the question; do victims of bullying take measures to protect themselves, despite the fact that these measures may endanger other students at school or school climate? Are they more likely to adopt these behaviors when they perceive that their school is not a capable guardian from such victimization? And finally, do their choices of protective behaviors vary by the type of bullying they endure? The purpose of this dissertation is to examine self-protective behaviors exhibited by victims bullying. Findings indicate that student victims of bullying were more likely than non-bullied students to adopt self-protective behaviors that further endanger school safety and school climate. Specifically, controlling for relevant student and school characteristics, bullied students were three times more likely to carry a weapon to school, to engage in fighting behaviors, and to avoid certain places at school, and were six times more likely to be truant from a school activity. No support for an interaction between measures of school guardianship and student protective behaviors was found, meaning that student perceptions of school security or rule enforcement did not play a role in bullied students' decisions to engage in avoidance, truancy, weapon carrying, or fighting. In addition, the adoption of these behaviors did not differ by the type of bullying, direct or indirect, endured by the victim. Theoretical and policy implications are discussed
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