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Title: A comparative study of teachers' and secondary level pupils' perceptions of, and responses to, conflict in England and Denmark
Author: Afnan-Rizzuto, Kamilya
Awarding Body: University of Warwick
Current Institution: University of Warwick
Date of Award: 2011
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Abstract:
This study examined the perceptions of and responses to conflict of pupils and teachers in secondary schools in England and Denmark. It also examined the responses of schools to pupil conflicts and whether pupils and teachers found these measures to be effective in addressing and/or managing such conflicts. The inquiry into perceptions and responses involved questionnaires, interviews, classroom observations and documentary data collection instruments. There were a total of 347 pupil respondents (approximately 11-16 years old) and 34 teacher respondents across four schools. The results yielded significant perceptual differences both within the individual countries and cross-culturally. In the two English schools there were significant differences amongst pupil and teacher perceptions of conflict. There were also significant differences amongst pupil perceptions and responses to conflict crossculturally. More English pupils defined conflict and identified pupil conflicts in their schools as fighting, while the majority of Danish pupils both defined and identified pupil conflicts as verbal. However, for the most part there was more consistency in responses amongst pupils and teachers in Denmark than in England. Cultural and educational differences could be two contributing factors that played a role in the differences in perceptions of, and responses to, conflict amongst respondents in England and Denmark. For example, the Danish system administers a class teacher system where the class teacher not only spends several years with the same pupils but also takes on the role of pastoral carer. Moreover, it was found that while all four schools in this study had anti-bullying policies, none had policies pertaining specifically to the management of conflict. This was potentially an area of concern as pupils described conflicts that were beyond the scope of bullying.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.582195  DOI: Not available
Keywords: BF Psychology ; HM Sociology ; LB1603 Secondary Education. High schools
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