Schools and Delinquency: Lost in Translation: Why Doesn't School-Based Prevention Work as Well as It Should?

By D. Gottfredson. 2000

334 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/2e525677d1501043f2b36cbdcbfe50a1248c6524

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Citations in the corpus

Student Perceptions of School Climate as Predictors of Office Discipline Referrals (2016, positive): “…climate, or the quality and character of school life (Cohen, McCabe, Michelli, & Pickeral, 2009), influences students’ social and behavioral outcomes (D. Gottfredson, 2000; G. D. Gottfredson, Gottfredson, Payne, & Gottfredson, 2005; McIntosh, Chard, Boland, & Horner, 2006; Walker & Shinn, 2002).”
Schoolwide Social-Behavioral Climate, Student Problem Behavior, and Related Administrative Decisions (2010, positive): “…discipline; challenging behaviors; descriptive analysis The academic effectiveness of schools is influencedby their social-behavioral climates (Gottfredson, 2000; Gottfredson, Gottfredson, Payne, & Gottfredson, 2005; Horner, Sugai, Todd, & Lewis-Palmer, 2005; McIntosh, Chard, Boland, &…”
School Climate Predictors of School Disorder: Results from a National Study of Delinquency Prevention in Schools (2005, background): “Organizational Focus is a 16-item scale from the teacher questionnaire (adapted from the Organizational Focus Question; G. D. Gottfredson 2000) measuring the degree to which the school has consistent and explicit goals.”
A Multilevel Analysis of the Relationships among Communal School Organization, Student Bonding, and Delinquency (2008, background): “Common Goals and Norms is based on the Organizational Focus scale (adapted from the Organizational Focus Questionnaire; G. Gottfredson 2000) and highlights the commonality of direction and expected behavior in the school.”