By the same authors

From the same journal

Social pedagogy and bullying in schools: the views of university students in England, Greece and Norway

Research output: Contribution to journalArticle

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Social pedagogy and bullying in schools : the views of university students in England, Greece and Norway. / Kyriacou, Chris; Mylonakou-Keke, Iro; Stephens, Paul.

In: British Educational Research Journal, 11.03.2016.

Research output: Contribution to journalArticle

Harvard

Kyriacou, C, Mylonakou-Keke, I & Stephens, P 2016, 'Social pedagogy and bullying in schools: the views of university students in England, Greece and Norway', British Educational Research Journal. https://doi.org/10.1002/berj.3225

APA

Kyriacou, C., Mylonakou-Keke, I., & Stephens, P. (2016). Social pedagogy and bullying in schools: the views of university students in England, Greece and Norway. British Educational Research Journal. https://doi.org/10.1002/berj.3225

Vancouver

Kyriacou C, Mylonakou-Keke I, Stephens P. Social pedagogy and bullying in schools: the views of university students in England, Greece and Norway. British Educational Research Journal. 2016 Mar 11. https://doi.org/10.1002/berj.3225

Author

Kyriacou, Chris ; Mylonakou-Keke, Iro ; Stephens, Paul. / Social pedagogy and bullying in schools : the views of university students in England, Greece and Norway. In: British Educational Research Journal. 2016.

Bibtex - Download

@article{fbe459af69dc4284907431ae9bf3e2a5,
title = "Social pedagogy and bullying in schools: the views of university students in England, Greece and Norway",
abstract = "This study explores the extent to which a social pedagogic perspective is evident in the views of bullying in schools held by a sample of university students in England, Greece and Norway studying in the area of the education, care and welfare of children. A total of 469 university students completed a questionnaire in which they were asked to rate their strength of agreement with thirty statements concerning bullying in schools. Twelve of these statements specifically explored adopting a social pedagogic perspective. There was a general consensus amongst the respondents in all three countries that bullying is a major problem in schools and that schools are not tackling bullying adequately. The replies also indicate that many respondents reported views that align with a social pedagogic perspective. Differences between students within each country and between countries are in part a reflection of polarised views about how best to tackle bullying.",
keywords = "bullying, social pedagogy",
author = "Chris Kyriacou and Iro Mylonakou-Keke and Paul Stephens",
note = "{\circledC} 2016 British Educational Research Association. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details. Embargo period: 24 months",
year = "2016",
month = "3",
day = "11",
doi = "10.1002/berj.3225",
language = "English",
journal = "British Educational Research Journal",
issn = "0141-1926",
publisher = "Routledge",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - Social pedagogy and bullying in schools

T2 - the views of university students in England, Greece and Norway

AU - Kyriacou, Chris

AU - Mylonakou-Keke, Iro

AU - Stephens, Paul

N1 - © 2016 British Educational Research Association. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details. Embargo period: 24 months

PY - 2016/3/11

Y1 - 2016/3/11

N2 - This study explores the extent to which a social pedagogic perspective is evident in the views of bullying in schools held by a sample of university students in England, Greece and Norway studying in the area of the education, care and welfare of children. A total of 469 university students completed a questionnaire in which they were asked to rate their strength of agreement with thirty statements concerning bullying in schools. Twelve of these statements specifically explored adopting a social pedagogic perspective. There was a general consensus amongst the respondents in all three countries that bullying is a major problem in schools and that schools are not tackling bullying adequately. The replies also indicate that many respondents reported views that align with a social pedagogic perspective. Differences between students within each country and between countries are in part a reflection of polarised views about how best to tackle bullying.

AB - This study explores the extent to which a social pedagogic perspective is evident in the views of bullying in schools held by a sample of university students in England, Greece and Norway studying in the area of the education, care and welfare of children. A total of 469 university students completed a questionnaire in which they were asked to rate their strength of agreement with thirty statements concerning bullying in schools. Twelve of these statements specifically explored adopting a social pedagogic perspective. There was a general consensus amongst the respondents in all three countries that bullying is a major problem in schools and that schools are not tackling bullying adequately. The replies also indicate that many respondents reported views that align with a social pedagogic perspective. Differences between students within each country and between countries are in part a reflection of polarised views about how best to tackle bullying.

KW - bullying

KW - social pedagogy

U2 - 10.1002/berj.3225

DO - 10.1002/berj.3225

M3 - Article

JO - British Educational Research Journal

JF - British Educational Research Journal

SN - 0141-1926

ER -