مواجهة العنف المدرسي في ضوء بعض نماذج الإصلاح المدرسي المعاصر

Abstract EN

The present study aimed at identifying the intellectual and philosophical foundations of school reform, determining the most important models of modern school reform, and defining the nature and reality of school violence in Egyptian schools.

Some schools in Aswan Governorate were selected, taking into consideration the location of these schools, because some schools located indistantsites and poor environment.

The researcher used the descriptive method to achieve the objectives of the study.

A questionnaire, prepared by the researcher, was used to measure school violence in some schools in Aswan.

The questionnaire was administered to a sample of school principals, teachers, parents and some officials of the Directorate of Education in Aswan Governorate (n=130).

Findings of the present study can be stated as follows: 1.

Violence is no longer limited to a particular school or area but has spread in a serious epidemiological manner, and school violence has recently escalated and taken various forms.2.

The need for school reform is more urgent today than before.3.

There is a wide gap between theory and practice in educational reform.4.

The ence of coordination and integration among the concerned parties of educational reform.5.

Violence is a global phenomenon spread in the community.

Because school is an integral part of society, it cannot be isolated from it.6.

Some schools are dominated by a negative culture that often resist change and cause the failure of school reform.7.

The models of school reform in human societies vary from micro-reform to comprehensive reform in education.8.

Accelerated schools are a model for capacity-building; they are a systematic approach to school renewal, and attention to students at risk.9.

The intervention of the family in the affairs of their children is one of the strong reasons behind the violence of students in Aswan society.10.

Some schools in Aswan lack the existence of educational methods in dealing with students' problems and resorting to corporal punishment that is rejected psychologically and educationally.11.

Using the traditional method of teaching in some schools.12.

The student was affected by bad colleagues in some schools.13.

The large number of students in some schools leads to the student tension, distress and disorder and prepares for violent behavior.14.

The ence of a specialized team who study the phenomenon of violence and deal with it in a planned manner.

In light of the findings of the present study, and the discussion of the prominent models of modern school reform, the study in the last part addresses the phenomenon of violence in schools in light of some modern school reform models, according to the following aspects: I.

The philosophy of the proposed model and its core principals.

II.

Objectives of the proposed model.

III.

Principles of the proposed model.

IV.

Domains of the proposed model.

V.

Stages of the proposed model.

VI.

The applicability of the proposed model.