Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/133968
|
| Title: | 國民中學校園安全指標之建構
Development of Campus Safety Indicators for Junior High Schools |
| Authors: | 鄭淑玲
Cheng, Shu-Ling |
| Contributors: | 吳政達
郭昭佑
Wu,Chang-Da
Guo,Chao-Yu
鄭淑玲
Cheng,Shu-Ling |
| Keywords: | 國民中學
校園安全
校園安全指標
Junior High School
Campus Safety |
| Date: | 2021 |
| Issue Date: | 2021-02-01 14:28:09 (UTC+8) |
| Abstract: | 本研究旨在建構國民中學校園安全指標，以供教育行政機關及國
民中學學校之參考。研究方法部分，先以文獻探討方式歸納出國民中
學校園安全指標共75 項，並以焦點團體訪談方式使指標之敘述更為
具體明確，再以模糊德菲問卷進行指標篩選及確立，以篩選出29 項
指標。接著以概念構圖法之多元度量法及集群分析法整合專家學對指
標之分類以建構構面，並以模糊德菲術整合專家學者對指標重要性之
看法，最後以歸一化方式求得各構面及各項指標之權重，完成國民中
學校園安全指標系統。根據研究結果及分析，歸納主要結論及建議如
下：
一、 結論
(一) 本研究確立國民中學校園安全指標，共六大構面二十九項
指標。指標六大構面及權重如下：「校園設施及設備之安全」
(佔18.32%)、「工程及設施修繕之友善」(佔13.35%)、「事
件通報及流程之訂定」(佔20.29%)、「門禁及交通安全之維
護」(佔14.20%)、「學生相關情形輔導關注」(佔16.31%)及
「安全宣導及措施之訂定」(佔17.43%)。
(二) 依據構面及指標權重評比分析，本研究之構面權重最高者
為「事件通報及流程之訂定」，佔6 大構面之20.29%。另指
標中以「1-3 逃生通道暢通且有安全指引設備」(3.94%)所
佔權重最高，其次為「3-1 訂定學生意外事件SOP 處理流
程」。(3.87%)及「6-1 規劃配置警衛及保全系統」(3.87%)。
權重較低者為「5-3 學校能掌握學生在校園的生活情況」
(3.07%)及「2-1 完善設置安全便利之無障礙空間設施」
(3.08%)。
二、 建議
(一) 對教育行政機關之建議：本校園安全指標，主管機關可進一
步應用於學校，以了解目前各校所面對之校園安全情形，以
為未來訂定相關校園安全政策之參考。
(二) 對國民中學學校之建議：透過本研究指標的應用，以預防的
概念協助國民中學行政主管於校園安全業務之執行，藉以
早期發現，以減少校園安全事件的發生。
(三) 對未來研究方向之建議：研究指標可依學制建構且增加實
際應用之情況以為回饋。
(四) 對未來研究方法之建議：研究方法可以層級分析(Analytic
Hierarchy Process, AHP)使指標權重更具信效度。
The purpose of this research is to construct the system of Indicators of
Campus Safety for Junior High Schools. As regard to the research methods,
below approaches were adopted. Firstly, 75 indicators of campus safety for
junior high school were concluded through literature review. Secondly, 29
indicators out of which were confirmed and filtered out through set of
Fuzzy Delphi questionnaires. Thirdly, analysis methods were constructed
through integration of high educational experts’ opinions via
Multidimensional Scaling Method, Cluster Analysis and Fuzzy Delphi
Method. Finally, the weights for each dimension and indicator were
implied through Normalization Method and the development of indicators
of campus safety for Junior High Schools is completed.
Conclusions and suggestions are as below.
1. Conclusion
(1) This study had concluded 29 indicators out of 6 major dimensions
of campus safety for Junior High Schools. The 6 major dimensions
and weights for the indicators are as below: "Safety of Campus
Facilities and Equipment" (accounting for 18.32%), "Friendliness
of Engineering and Facility Repairment" (accounting for 13.35%),
"Incident Notification and Process Construction" (accounting for
20.29%) ), "Maintenance of Access Control and Traffic Safety"
(accounting for 14.20%), "Coaching and Caring for Student-Related
Affairs" (accounting for 16.31%) and "Promotion and Process
Construction for Campus Safety" (accounting for 17.43%).
(2) According to the analysis result of the 6 major dimensions and
weights for their indicators, "Incident Notification and Process
Construction" accounts for the highest weight which is 20.29%.
Among the indicators of which, "1-3 Clear Escape Routes and
Safety Guidance Equipment" accounted for the highest weight
(3.94%); followed by "3-1 SOP for Student Accidents" (3.87%); and
"6-1 Planning to Deployment of Security Guard and Security
System" (3.87%); while "5-3 Ability for School to Keep Track of
The Campus Life of Students " (3.07%) and "2-1 Improvement and
Establishment of Safe and Convenient Barrier-free Space Facilities"
(3.08%) accounts for the lowest weight.
2. Suggestion and Recommendation
(1) For Educational Administrative Agencies: This campus safety
indicator research could be further applied by the competent
authority for schools to understand current campus safety situation
and as a reference to construct relevant campus safety policies in the
future.
(2) For Junior High Schools: To assist the national high school
administrators for the execution of campus safety affairs through
adoption of the indicators under this research under the concept of
prevention. So that schools can early detect the campus safety
dangerous and reduce the occurrence of incidents.
(3) For future research directions: The indicators can be further revised
and constructed according to the actual educational system and to
add feedbacks from actual application experience of this research.
(4) For future research methods: Analytic Hierarchy Process, AHP can
be further adopted to assure the reliability and validity of the
indicators. |
| Reference: | 一、 中文部分
王保進（2019 年8 月21 日）。校園安全危機處理。資料引自
http://www.tycg.gov.tw › fckdowndoc › 20190821170445.pdf。
吳宗立（2009）。學校危機管理。高雄市：麗文。
吳政達、郭昭佑（1997）。概念構圖法在國民小學教科書評鑑標準建構之應用。
教育與心理研究，20，217-242。
吳錦惠、黃政傑(2012)。校園安全的管理與防範。教育研究月刊，214，15-
23。
李協京（2010 年6 月14 日）。日本維護兒童安全人人有責。台灣立報，第九
版。
呂美枝(2005)。多元文化課程實踐與教師文化經驗的敘說分析。教育研究月
刊，130，56-66。
金東賢（2010 年6 月14 日）。韓國校園周邊設兒童保護區。台灣立報，第九
版。
姜曉燕（2010 年6 月7 日）。俄羅斯創校園安全最好紀錄。台灣立報，第九
版。
張伶銖（李信漢編譯）（2015 年1 月24 日）。加拿大校園喋血4 死7 傷。自由
時報，A13 版。
教育部(2015 年6 月2 日)。教育部因應國小校園安全的防處具體措施。台北
市：教育部。資料引自
https://www.k12ea.gov.tw/Tw/News/K12eaNewsDetail?filter=9F92BBB7-
0251-4CB7-BF06-82385FD996A0&id=d96933bb-7c8c-4646-aa24-
114
7660acae6b7e
教育部校園暨災害防救通報處理中心，https://csrc.edu.tw/。
莊會寧（2010）。日韓美的校園安保。人民公安People’s Police，11，9。
許龍君（2002）。校園安全與危機處理。臺北市：五南圖書。
陳啟榮（2005）。校園危機管理機制之建構。教育研究與發展期刊，1（2），
117-134。
湯志民(2014)。校園規劃新論。臺北市：五南圖書。
楊愛東（2015)。校園安全糾紛法律適用指南。臺北市：元華文創。
劉宛貞（2017）。以「校安」實例論學校安全議題之「危機管理」作為。臺灣教
育評論月刊，6(8)，159-162。
蔡國吉(2011)。全圓觀點、全園安全～校園安全經驗分享。新北市教育(季
刊)，1，61-64。
鄭進丁(2012)。從圍籬內外危機論校園安全管理理論與策略。教育研究月刊，
214，59-70。
駐馬來西亞代表處教育組（2017）。馬國鑑定「熱點學校」打擊校園紀律問題。
國家教育研究院國際教育訊息電子報，134。資料引自
https://fepaper.naer.edu.tw/index.php?edm_no=134&content_no=6623
駐芝加哥辦事處教育組（2018）。德州州長說明校園安全法案。教育部電子報，
824。資料引自https://epaper.edu.tw/windows.aspx?windows_sn=21366
駐韓國代表部教育組（2018）。校園暴力預防教育請跟著這樣做。國家教育研究
院國際教育訊息電子報，145。資料引自
https://fepaper.naer.edu.tw/index.php?edm_no=145&content_no=6964
盧延根(2016)。校園安全防範處理模式與具體策略。新北市教育（季刊），20，
55-60。
謝錦如(2009)。國民中學學校危機管理模式指標建構之研究。未出版之博士論
文。高雄市，國立高雄師範大學教育學系。
115
二、 英文部分
Badzmierowski, W. F. (2011). Managing a crisis: Considering human factors in crisis
communication plans. American School and University, 83(8), 29-33.
Barrett, K.L., Jennings, W.G., & Lynch, M.J. (2012). The relation between youth fear
and avoidance of crime in school and aca-demic experiences. Journal of School
Violence, 11, 1–20.
Benjamin W. Fisher, Ethan M. Higgins & Emily M. Homer (2019). School Crime and
Punishment and the Implementation of Security Cameras: Findings from a
National Longitudinal Study, Justice Quarterly.
Benjamin W. Fisher, Joseph H. Gardella & Emily E. Tanner-Smith (2019). Social
Control in Schools: The Relationships between School Security Measures and
Informal Social Control Mechanisms. Journal of School Violence, 18:3, 347-361.
Beran T, & Qing L. (2017).The relationship between cyberbullying and school
bullying. J Student Wellbeing, 1(2), 15–33.
Berg, J.K., & Aber, J.L. (2015). A multilevel view of predictors of children’s
perceptions of school interpersonal climate. Journal of Educational Psychology,
107, 1150–1170.
Botticello, A. (2009). School contextual influences on the risk for adolescent alcohol
misuse. American Journal of Community Psychology, 43(1), 85-97.
Brock, S. E., & Reeves, M. A. (2014). Psychological safety: moving beyond the basics
to make our schools safer. Safe and Sound Schools.
Brunner,J.M., & Lewis, D.K. (2009). Safety & secure schiils: 27 strategies for
prevention and intervention. California, CA: Corwin.
Carbino, V. (2010). You can hide, watch, or run but you better not snitch: A study of
student perceptions of school safety at an Urban High School. Unpublished
docttoral dissertation, Retrieved form ProQuest Dissertation and theses
database.(UMI 3419884)
Chrusciel, M. M., Wolfe, S., Hansen, J. A., Rojek, J. J., & Kaminski, R. (2015). Law
enforcement executive and principal perspectives on school safety measures:
School resource officers and armed school employees. Policing: An International
Journal of Police Strategies & Management, 38(1), 24–39.
Claessens, S., Pazarbasioglu, C., Laeven, L., Dobler, M., Valencia, F., Nedelescu, O.
& Seal, K. (2011). Crisis management and resolution policies: Early lessons from
the financial crisis. Staff Disscussion Notes No. 11/05. Retrieved from
http://www.imf.org/external/pubs/cat/longres.aspx?sk=24696
116
Cornell, D., & Huang, F. (2019). Collecting and analyzing local school safety and
climate data. In M. J. Mayer & S. R. Jimerson (Eds.), School safety and violence
prevention: Science, practice, policy (p. 151–175). American Psychological
Association.
Côté-Lussier, C., Fitzpatrick,C.(2016).Feelings of Safety at School, Socioemotional
Functioning, and Classroom Engagement. Journal of Adolescent Health,58, 543-
550.
Croft, M., Moore, R.& Guffy, G. (2019). Creating Safe Schools: Examining Student
Perceptions of Their Physical Safety at School. Insights in Education and Work
(ERIC Document Reproduction Service No. ED602027).
Eliot,M.,Cornell,D.,Gregory,A.&Fan,X (2010). Supportive school climate and student
willingness to seek help for bullying and threats of violence. Journal of School
Psychology, 48, 533-553.
Ewton, M.(2014). Student Safety: Parents` and School Principals` Perceptions. New
Waves—Educational Research & Development, 17, 109-125.
Ewton, M.(2014). Student Safety: Parents` and School Principals` Perceptions. New
Waves—Educational Research & Development, 17, 109-125.
Fan, W., Williams, C.M., & Corkin, D.M. (2011). A multilevel analysis of student
perceptions of school climate: The effect of social and academic risk factors.
Psychology in the Schools, 48, 632–647.
Fernandez-Montalvo, J., Lopez-Go~ni, J.J., & Arteaga, A. (2012). Violent behaviors
in drug addiction: Differential profiles of drug-addicted patients with and without
violence problems. Journal of Interpersonal Violence, 27, 142–157.
Frias, G. (2010). High performing schools in high risk environments: A study on
leadership, school safety, and student achievement at two urban middle schools in
Los Angeles Couny. Unpublished docttoral dissertation, Retrieved form ProQuest
Dissertation and theses database.(UMI 3403560)
González, T., Etow, A., & De La Vega, C. (2019). Health Equity, School Discipline
and Restorative Justice . The Journal of Law, Medicine & Ethics, 47 S2 (2019): 47-
50.
Henry, D.B., Farrell, A.D., Schoeny, M.E., Tolan, P.H., & Dymnicki, A.B. (2011).
Influence of school-level variables on aggression and associated attitudes of middle
school students. Journal of School Psychology, 49, 481–503.
Hughes, M. R., Gaines, J. S., Pryor, D. W. (2015). Staying away from school:
Adolescents who miss school due to feeling unsafe. Youth Violence and Juvenile
Justice, 13, 270–290.
Irby, D. J. (2009). Safety changes in blue ribbon schools since the attack on
Columbine High School. Unpublished docttoral dissertation, Retrieved form
117
ProQuest Dissertation and theses database.(UMI 3371983)
Kakar, S. (1998). Schools: Criminal activity and security measures administration.
Journal of Security Administration, 21, 55–73.
Koth, C.W., Bradshaw, C.P., & Leaf, P.J. (2008). A multilevel study of predictors of
student perceptions of school climate: The effect of classroom-level factors.
Journal of Educational Psychology, 100, 96–104.
Lawrence, R. (2007). School crime and juvenile justice (2nd edn).New York: Oxford
University Press.
Lenzi, M., Sharkey, J.D., Vieno, A., Mayworm, A., Dougherty, D.,& Nylund-Gibson,
K. (2015). Adolescent gang involvement: The role of individual, family, peer, and
school factors in a multilevel perspective. Aggressive Behavior, 41, 386–397.
Link, J W. (2010). School resource officers in Missouri public schools: School safety
and academic success. Unpublished docttoral dissertation, Retrieved form
ProQuest Dissertation and theses database.(UMI 3440207)
Matthew T. Theriot & Matthew J. Cuellar (2016) School resource officers and
students’ rights, Contemporary Justice Review, 19:3, 363-379.
Mayer, M.J., & Furlong, M.J. (2010). How safe are our schools? Educational
Researcher, 39, 16–26.
McMillan, D. W., & Chavis, D. M. (1986). Sense of community. A definition and
theory. Journal of Community Psychology, 4, 6–23.
National School Safety Center (2010). Six critical strategies for prevention,
preparation and response. Retrieved from www.schoolsafety.us.
Paul, S., Smith, P. K., & Blumberg, H. H. (2012). Comparing student perceptions of
coping strategies and school interventions in managing bullying and cyberbullying
incidents. Pastoral Care in Education, 30(2), 127–146.
Rice, M., Kang, D. H., Weaver, M., & Howell, C. C. (2008). Relationship of anger,
stress, and coping with school connectedness in fourth-grade children. Journal of
School Health, 78(3), 149-156.
Robers, S., Kemp, J., Rathbun, A., & Morgan, R.E. (2014). Indica-tors of school
crime and safety: 2013 (NCES 2014-042/NCJ 243299). Washington, DC: National
Center for Education Statistics, U.S. Department of Education, and Bureau of
Justice Statistics, Office of Justice Programs, U.S. Department of Justice.
Siegel, S.(2005). Drug Tolerance, Drug Addiction, and Drug Anticipation.
Psychological Scinece, 14(6), 63-72.
Swartz, K., Reyns, B.W., Henson, B., & Wilcox, P. (2011). Fear of in-school
victimization: Contextual, gendered, and developmen-tal considerations. Youth
Violence and Juvenile Justice, 9, 59–78.
Swartz, K., Reyns, B.W., Henson, B., & Wilcox, P. (2011). Fear of in-school
118
victimization: Contextual, gendered, and developmen-tal considerations. Youth
Violence and Juvenile Justice, 9, 59–78.
Thomas, A.(2019). School Safety Starts from Within. Making School a Safe Place,
70(2), 48-52.
Trochim, M.K., & Linton,R.(1986). Conceptualization for evaluation and
planning.Evaluation and Program Planning, 9, 189-308.
Vieno, A, Roccato, M, Russo, S (2013) Is fear of crime mainly social and economic
insecurity in disguise? A multilevel multinational analysis. Journal of Community
& Applied Social Psychology, 23(6), 519–535.
Vieno, A., Lenzi, M., & Santinello, M. (2013). Sense of community, unfairness, and
psychosomatic symptoms: A multilevel analysis of Italian schools. Journal of
Adolescent Health, 53, 142–145.
Vieno, A., Lenzi, M., Roccato, M., & Russo, S. (2016). Social capi-tal and fear of
crime in adolescence: A multilevel study. American Journal of Community
Psychology, 58, 100–110.
Vieno, A., Lenzi, M., Santinello, M., & Scacchi, L. (2013). Sense of community,
unfairness, and psychosomatic symptoms: A multi-level analysis of Italian schools.
Journal of Adolescent Health, 53, 142–145.
Vieno, A., Perkins, D. D., Smith, T. M., & Santinello, M. (2005). Democratic school
climate and sense of community in school: A multilevel analysis. American Journal
of Community Psychology, 36, 327–341.
Zani, B., Cicognani, E., & Albanesi, C. (2001). Adolescents’ sense of community and
feeling of unsafety in the urban environment. Journal of Community and Applied
Social Psychology, 11, 475–489. |
| Description: | 碩士
國立政治大學
學校行政碩士在職專班
98911007 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0098911007 |
| Data Type: | thesis |
| DOI: | 10.6814/NCCU202100102 |
| Appears in Collections: | [學校行政碩士在職專班] 學位論文
|
Files in This Item:
| File |
Description |
Size | Format | |
|---|
| 100701.pdf | | 6518Kb | Adobe PDF2 | 0 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
