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dc.creatorCrawford, Charles
dc.creatorBurns, Ronald
dc.date.accessioned2021-03-05T15:20:07Z
dc.date.available2021-03-05T15:20:07Z
dc.date.issued2020-11-28
dc.identifier.urihttps://doi.org/10.3390/socsci9120220
dc.identifier.urihttps://repository.tcu.edu/handle/116099117/43824
dc.identifier.urihttps://www.mdpi.com/2076-0760/9/12/220/pdf
dc.description.abstractSchool culture and violence have garnered much public and scholarly attention in recent years. Research in the area has focused on the extent to which strict enforcement of school policies and the law results in safer schools. Other research focuses on providing more supportive, less enforcement-oriented environments for students. We advance this work by using a sample of 2092 respondents from public schools in the United States from the 2015-2016 school survey on crime and safety from the Department of Education. There were several statistically significant supportive practices that reduced violent incidents and disciplinary actions for violence, and the findings generally suggest that punitive policies were not effective in increasing campus safety while controlling for relevant security practices and school contextual variables.en_US
dc.language.isoenen_US
dc.publisherMDPI AG
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.sourceSocial Sciences
dc.subjectschool cultureen_US
dc.subjectschool violenceen_US
dc.subjectsupportiveen_US
dc.subjectpunitiveen_US
dc.subjectschool safetyen_US
dc.subjectschool resource officersen_US
dc.titleSupport or Punishment Practices: What Works to Reduce School Violenceen_US
dc.typeArticleen_US
dc.rights.holder2020 Crawford et al
dc.rights.licenseCC BY 4.0
local.collegeAddRan College of Liberal Arts
local.departmentCriminal Justice
local.personsBurns (Criminal Justice)


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