Teacher Victimization in Authoritative School Environments.

BACKGROUND: Victimization in schools is not limited to students. Teachers increasingly face threats and attacks from their students. An authoritative school environment, characterized by high structure and support, has been associated with lower rates of victimization. The purpose of this study was to explore the relationship between authoritative school environments and teacher victimization rates. METHODS: Researchers examined public school teacher responses (N = 37,497) from the Schools and Staffing Survey regarding rules and issues facing the school community. Descriptive statistics were gathered, and a hierarchical regression technique was employed to assess the impact of a structured, supportive school environment on teacher victimization. RESULTS: Results indicate an authoritative school environment helped reduce rates of teacher victimization. White, female teachers are among the teachers most likely to experience violence from students. Enforcing school rules, by both teachers and administrators, is the most effective way to diminish episodes of teacher victimization. CONCLUSIONS: P-12 school personnel should emphasize the importance of enforcing school rules and reducing negative issues, such as student truancy and apathy within each school. As high levels of structure and support reduce instances of violence, these findings have important implications for school environments and teacher health.

Approaches to academic growth assessment.

BACKGROUND: There is much interest in assessing growth in student learning. Assessments of growth have important implications and affect many policy decisions at many levels. AIMS: In the present article, we review some of the different approaches to measuring growth and examine the implications of their usage. SAMPLE: Samples used in research on growth models typically include students enrolled in public schools that primarily serve kindergarten through the 12th grade. METHOD: Definitions of growth and gain are reviewed, and five types of growth models are examined: (1) Student Gain Score Model, (2) The Covariate Adjustment Model, (3) The Student Percentile Gain Model - referred to as single-wave value-added models, (4) Univariate Value-Added Response Models, and (5) Multivariate Value-Added Response Models. RESULTS: Modelling approaches are vastly different, whereas Student Gain Models are mathematically and conceptually simple, Multivariate Models are highly complex. CONCLUSION: Educators assessing growth must make critical decisions about measurement. The type of instrument that is selected and the type of analytic techniques selected are of great importance. Growth must be considered from technical, pedagogical, and policy perspectives.