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dc.contributorRadulović, Mladen
dc.contributorTrajković, Marija
dc.creatorKovačević-Lepojević, Marina
dc.creatorTrajković, Marija
dc.creatorPopović-Ćitić, Branislava
dc.creatorBukvić, Lidija
dc.date.accessioned2023-11-28T23:30:00Z
dc.date.available2023-11-28T23:30:00Z
dc.date.issued2023
dc.identifier.isbn978-86-7447-165-4
dc.identifier.urihttp://ipir.ipisr.org.rs/handle/123456789/1012
dc.description.abstractIn the post-Columbine era, schools worldwide have come to view school safety through a school security lens. After the recent school shooting in Serbia, we seem to be inclined to repeat the same pattern here, even though it has been shown that formal control in schools (e.g., surveillance measures) is not effective in reducing misconduct, or at least not as effective as a positive school climate might be (Fisher et al., 2019; King & Bracy, 2019; Tanner-Smith et al., 2018). Authoritative discipline theory suggests (Gregory & Cornell, 2009) that schools that set high expectations for behavior (e.g., fairness of school rules) and promote warm support (e.g., good teacher-student relationships) increase school safety and reduce the likelihood of students violating school rules (Bear et al., 2014). Findings indicate that a positive school climate is closely related to greater school safety (Cornell, 2021; Kutsyuruba et al., 2015) and less school victimization, including bullying (Gutvajn et al., 2021) and cyberbullying (Yang et al., 2021). The fairness of school rules is usually considered to be an indicator of informal social control, effective in maintaining school safety (Fisher et al., 2019).sr
dc.language.isoensr
dc.publisherBelgrade : Institute for Educational Researchsr
dc.relationinfo:eu-repo/grantAgreement/MESTD/inst-2020/200018/RS//sr
dc.rightsopenAccesssr
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.sourceTowards a More Equitable Education: From Research to Changesr
dc.titleThrough an atmosphere of fairness to safer schoolssr
dc.typeconferenceObjectsr
dc.rights.licenseBY-NC-NDsr
dc.citation.epage135
dc.citation.spage128
dc.description.otherBook of Proceedings: The 29th International Scientific Conference “Educational Research and School Practice“ Towards a More Equitable Education: From Research to Change,1. December, 2023sr
dc.identifier.fulltexthttp://ipir.ipisr.org.rs/bitstream/id/3133/bitstream_3133.pdf
dc.identifier.rcubhttps://hdl.handle.net/21.15107/rcub_ipir_1012
dc.type.versionpublishedVersionsr


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