Afnan-Rizzuto, Kamilya (2011) A comparative study of teachers' and secondary level pupils' perceptions of, and responses to conflict in England and Denmark. PhD thesis, University of Warwick.

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Abstract

This study examined the perceptions of and responses to conflict of pupils and
teachers in secondary schools in England and Denmark. It also examined the responses
of schools to pupil conflicts and whether pupils and teachers found these measures to be
effective in addressing and/or managing such conflicts. The inquiry into perceptions and
responses involved questionnaires, interviews, classroom observations and documentary
data collection instruments. There were a total of 347 pupil respondents (approximately
11-16 years old) and 34 teacher respondents across four schools.
The results yielded significant perceptual differences both within the individual
countries and cross-culturally. In the two English schools there were significant
differences amongst pupil and teacher perceptions of conflict. There were also
significant differences amongst pupil perceptions and responses to conflict crossculturally.
More English pupils defined conflict and identified pupil conflicts in their
schools as fighting, while the majority of Danish pupils both defined and identified
pupil conflicts as verbal. However, for the most part there was more consistency in
responses amongst pupils and teachers in Denmark than in England.
Cultural and educational differences could be two contributing factors that
played a role in the differences in perceptions of, and responses to, conflict amongst
respondents in England and Denmark. For example, the Danish system administers a
class teacher system where the class teacher not only spends several years with the same
pupils but also takes on the role of pastoral carer. Moreover, it was found that while all
four schools in this study had anti-bullying policies, none had policies pertaining
specifically to the management of conflict. This was potentially an area of concern as
pupils described conflicts that were beyond the scope of bullying.

Item Type:	Thesis (PhD)
Subjects:	B Philosophy. Psychology. Religion > BF Psychology H Social Sciences > HM Sociology L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Library of Congress Subject Headings (LCSH):	Interpersonal conflict -- Cross-cultural studies, Interpersonal conflict in adolescence -- England -- Case studies, Interpersonal conflict in adolescence -- Denmark -- Case studies, Social perception -- Cross-cultural studies
Official Date:	January 2011
Dates:	Date Event January 2011 Submitted
Institution:	University of Warwick
Theses Department:	Institute of Education
Thesis Type:	PhD
Publication Status:	Unpublished
Supervisor(s)/Advisor:	Lang, P. (Peter)
Extent:	ix, 321 leaves : illustrations, charts.
Language:	eng

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