%0 Journal Article
%T Concepto, tipos y etiolog¨ªa de las conductas disruptivas en un centro de Educaci¨®n Secundaria y Bachillerato desde la perspectiva del profesorado
%A PINO JUSTE
%A Margarita
%A GARC¨ªA REGAL
%A Ma Teresa
%J Revista de Pedagog¨ªa
%D 2007
%I Scientific Electronic Library Online
%X abstract this article attempts to describe, through a case study, what notions teaching staff have concerning conflict, how it develops and how it might be prevented. conflicts inschools are no more common now than in the past, though some cases do attract a gooddeal of attention, especially since the school-leaving age was raised to sixteen. amongthe most important results of the study is the fact that conflicts occur most frequentlyduring lesson time. however, there are many other occasions when conflict occurs, such as: late arrival at school, the mocking of teaching staff, disrespect shown among peers, verbal and physical abuse, among others. normally, these incidents take place in the classroom and, to a lesser extent, in recreational or common areas in the educational institution. the highest number of altercations are found in first and second year of compulsory secondary education (12 to 14 years)
%K disruptive behavior
%K school conflict
%K school violence
%K spanish education.
%U http://www.scielo.org.ve/scielo.php?script=sci_abstract&pid=S0798-97922007000100005&lng=en&nrm=iso&tlng=en