TEACHER-DIRECTED VIOLENCE – A LITERATURE REVIEW
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Despite recognition that teacher-directed violence is a common phenomenon that is considered a “salient and concerning” (Wilson et al., 2011, p. 2354); it remains widely overlooked and understudied. Teacher-directed violence garners very limited attention internationally (Galand, Lecocq, & Philippot, 2007; Dzuka & Dalbert, 2007; Chen & Astor, 2008; Wilson, et al., 2011; Ozkilic & Kartal, 2012; Kauppi & Porhola, 2012) despite its broad impacts like those on stakeholder well-being, schools and school climate, teacher recruitment/retentions, and student academic and behavioural outcomes (Espelage, et al. 2013). This article reviews literature concerned with teacher-directed violence from 1983 through 2019. The literature derives publications from international contexts (North America, Europe, the Middle East, and Asia) exploring and comparing experiences of teacher-directed violence. The analysis of the studies examines teacher-directed violence from a socio-ecological model developed by McMahon et al. (2017), and results explore the implications of teacher-directed violence, perspectives on why teacher-directed violence occurs, preventative measures, as well as the identification of common types of violence teachers experience: (1) verbal behaviour, (2) non-verbal behaviours, (3) physical behaviour, (4) damage to personal property, and (5) technology related behaviours. This research has implications for researchers, teacher pre-service, professional development training, school administrators, community leaders, and policymakers.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it