640
Views
1
CrossRef citations to date
0
Altmetric
Articles

Safe and inclusive schools: inclusive values found in Chilean teachers' practices

Pages 89-102 | Received 25 Oct 2017, Accepted 08 Mar 2018, Published online: 26 Mar 2018

References

  • Agencia de Calidad de la Educación. 2013. Resultados nacionales agresión, prevención y acoso escolar SIMCE 2012: 4.º básico y II medio. Santiago: Ministerio de Educación. Retrieved from https://s3.amazonaws.com/.
  • Agnich, L. E., and Y. Miyazaki. 2013. “A Cross-National Analysis of Principals’ Reports of School Violence.” International Criminal Justice Review 23 (4): 378–400. doi: 10.1177/1057567713515273
  • Ainscow, M., T. Booth, and A. Dyson. 2006. Improving Schools, Developing Inclusion. London: Routledge.
  • Amadio, M. 2009. La Educación Inclusiva en América Latina y el Caribe: Un Análisis Exploratorio de los Informes Nacionales Presentados a la Conferencia Internacional de Educación de 2008. Santiago: UNESCO-OIE.
  • Booth, T., and M. Ainscow. 2002. Index for Inclusion: Developing Learning and Participation in Schools. Revised ed. Bristol: Centre for Studies on Inclusive Education.
  • British Educational Research Association. 2011. Ethical Guidelines for Educational Research. London: British Educational Research Association.
  • British Psychological Society. 2013. Ethics Guidelines for Internet-Mediated Research. INF206/1.2013.
  • Caireta, M. 2013. Peace and Coexistence Education in School Settings: A Teacher Training Perspective. Barcelona: Evens Foundation.
  • Card, N. A., and E. V. E. Hodges. 2008. “Peer Victimization Among School Children: Correlation, Causes, Consequences, and Consideration in Assessment and Intervention.” School Psychology Quarterly 23 (4): 451–461. doi:10.1037/a0012769.
  • Carson, T., and I. Johnston. 2000. “The Difficulty with Difference in Teacher Education: Toward a Pedagogy of Compassion.” Alberta Journal of Educational Research 46 (1): 75–83.
  • Centro de Estudios MINEDUC. 2013. Serie evidencias: Medición de la deserción escolar en Chile. Año 2, No15. Ministerio de Educación.
  • Child Protection Monitoring and Evaluation Reference Group. 2012. Ethical Principles, Dilemmas and Risks in Collecting Data on Violence Against Children: A Review of Available Literatura. New York: UNICEF.
  • Cohen, L., L. Manion, and K. Morrison. 2011. Research Methods in Education. 7th ed.London: Routledge.
  • Creswell, John W. 2013. Research design: Qualitative, quantitative, and mixed methods approaches. 4th ed. London: Sage.
  • D’ Alessio, S., V. Donnelly, and A. Watkins. 2010. “Inclusive Education Across Europe: The Move in Thinking From Integration for Inclusion.” Revista de Psicología y Educación 5 (1): 109–126.
  • Davis, J. 2007. “Analysing Participation and Social Exclusion with Children and Young People. Lessons From Practice.” The International Journal of Children’s Rights 15 (1): 121–146. doi:10.1163/092755607X181702.
  • Evans, Jennifer, and Ingrid Lunt. 2002. “Inclusive education: are there limits?” European Journal of Special Needs Education 17 (1): 1–14. http://dx.doi.org/10.1080/08856250110098980.
  • Finkelhor, D. 2008. Childhood Victimization: Violence, Crime, and Abuse in the Lives of Young People. New York: Oxford University Press.
  • Finkelhor, D., H. A. Turner, and S. Hamby. 2012. “Let’s Prevent Peer Victimization, not Just Bullying.” Child Abuse & Neglect 36 (4): 271–274. doi:10.1016/j.chiabu.2011.12.001.
  • Florian, L. 2014. “Reimaging Special Education: Why New Approaches Are Needed.” In The SAGE Handbook of Special Education. 2nd ed., edited by L. Florian, 9–23. London: Sage Publications.
  • Florian, L., and J. Spratt. 2013. “Enacting Inclusion: A Framework for Interrogating Inclusive Practice.” European Journal of Special Needs Education 28 (2): 119–135. doi:10.1080/08856257.2013.778111.
  • Gray, David E. 2014. Doing research in the real world. 3rd ed. London: Sage.
  • Hart, S., A. Dixon, M. J. Drummond, and D. McIntyre. 2004. Learning Without Limits. Maidenhead: Open University Press.
  • Hoffman, M. L. 2000. Empathy and Moral Development: Implications for Caring and Justice. Cambridge: Cambridge University Press.
  • Infante, M. 2010. “Desafíos a la formación docente: Inclusión educativa.” Estudios Pedagógicos 36 (1): 287–297.
  • Kann, L., S. Kinchen, S. L. Shanklin, K. H. Flint, J. Kawkins, W. A. Harris, R. Lowry, et al. 2014. “Youth risk behavior surveillance — United States, 2013.” Morbidity and Mortality Weekly Report, Surveillance Summaries 63 (4): 1–168. U.S. Department of Health and Human Services, Centers for Disease Control and Prevention.
  • Killen, M., A. Rutland, and N. S. Jampol. 2009. “Social Exclusion in Childhood and Adolescence.” In Handbook of Peer Interactions, Relationships, and Groups, edited by K. H. Rubin, W. M. Bukowski, and B. Laursen, 249–266. London: Guilford.
  • Levin, B. 2003. Approaches to Equity in Policy for Lifelong Learning. Paris: OECD.
  • Liu, C., and X. Su. 2014. “Sui Ban Jiu Du: An Approach Toward Inclusive Education in China.” In The SAGE Handbook of Special Education. 2nd ed., edited by L. Florian, 187–203. London: Sage Publications.
  • Martin, M. O., I. V. S. Mullis, P. Foy, and G. M. Stanco. 2012. “TIMSS 2011 International Results in Science.” TIMSS & PIRLS International Study Center, International Association for the Evaluation of Educational Achievement (IEA).
  • MINEDUC [Ministerio de Educación]. 2011a. Ley 20.536, Sobre violencia escolar. https://www.leychile.cl/Navegar?idNorma=1030087&idParte=0
  • MINEDUC [Ministerio de Educación]. 2011b. Prevención del bullying en la comunidad educativa. 2a ed. Santiago: División de Educación General, Unidad de Transversalidad Educativa.
  • MINEDUC [Ministerio de Educación]. 2012. Escuela segura. Santiago: Gobierno de Chile.
  • MINEDUC [Ministerio de Educación]. 2015. Ley 20.845. https://www.leychile.cl/Navegar?idNorma=1078172.
  • Norwich, B. 2014. “Categories of Special Educational Needs.” In The SAGE Handbook of Special Education. 2nd ed., edited by L. Florian, 55–73. London: Sage Publications.
  • Office of the Special Representative of the Secretary General on Violence against Children. 2012. Tackling Violence in Schools: A Global Perspective, Bridging the Gap Between Standards and Practice. New York: SRSG on Violence against Children.
  • O’Leary, Z. 2005. Researching Real-World Problems: A Guide to Methods of Inquiry. London: SAGE.
  • Olweus, D. 1993. Bullying at School: What We Know and What We Can Do. Oxford: Blackwell.
  • Pinheiro, S. 2006. World Report on Violence Against Children. Geneva: United Nations Secretary General’s Study.
  • Plan. 2008. Learn Without Fear: The Global Campaign to End Violence in Schools. Woking: Plan.
  • Robson, C. 2011. Real World Research a Resource for Users of Social Research Methods in Applied Settings. 3rd ed. Chichester: Wiley.
  • Román, M., and F. J. Murillo. 2011. “América Latina: Violencia entre estudiantes y desempeño escolar.” Revista Cepal 104: 37–54.
  • Smith, D. D., and N. C. Tyler. 2011. “Effective Inclusive Education: Equipping Education Professionals with Necessary Skills and Knowledge.” Prospects: Quarterly Review of Comparative Education 41 (3): 323–339. doi:10.1007/s11125-011-9207-5.
  • Superintendencia de Educación. 2016. La inclusión me incluye: Hacia una disciplina formative en la escuela. http://www.supereduc.cl/images/PPT_SUPERINTENDENCIA_DE_EDUCACIÓN-SEMINARIO_LA_INCLUSIÓN_ME_INCLUYE_2016.pdf.
  • UNICEF (United Nations Children’s Fund). 2009. Manual: Child Friendly Schools. New York: UNICEF.
  • UNICEF (United Nations Children’s Fund). 2016. The State of the World’s Children 2016: A Fair Chance for Every Child. New York: UNICEF.
  • UN (United Nations). 1989. United Nations Convention on the Rights of the Child [UNCRC]. Geneva: United Nations.
  • UN (United Nations). 2015. Transforming Our World: The 2030 Agenda for Sustainable Development, A/RES/70/1. New York: United Nations.
  • Waitoller, F. R., and K. K. Thorius. 2015. “Playing Hopscotch in Inclusive Education Reform: Examining Promises and Limitations of Policy and Practice in the US.” Support for Learning 30 (1): 23–41. doi: 10.1111/1467-9604.12076
  • WHO (World Health Organization). 2006. Preventing Child Maltreatment: A Guide to Taking Action and Generating Evidence. Geneva: WHO/ISPCAN.
  • Wiles, R., G. Crow, S. Heath, and V. Charles. 2008. “The Management of Confidentiality and Anonymity in Social Research.” International Journal of Social Research Methodology 11 (5): 417–428. doi:10.1080/13645570701622231.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.