How Conflicts are Resolved in Three Learning Communities

被引：7

作者：

Vizcarra, Maria-Teresa ^{[1
]}

Macazaga, Ana-Maria ^{[1
]}

Rekalde, Itziar ^{[2
]}

机构：

[1] Univ Basque Country, Area Didact Expres Corporal, Vitoria, Spain

[2] Univ Basque Country, Dept Didact & Org Escolar, Vitoria, Spain

来源：

REVISTA DE PSICODIDACTICA | 2016年 / 21卷 / 02期

关键词：

coexistence; conflict resolution; learning communities; PHYSICAL-EDUCATION; COMMUNICATIVE RESEARCH; INTERACTIVE GROUPS; SCHOOL; PERSPECTIVE; PREDICTION; INCLUSION; BEHAVIORS; CLASSROOM; KNOWLEDGE;

D O I：

10.1387/RevPsicodidact.14772

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This work wants to reveal the model of intervention in school conflicts that is used in the educational practice in studied Learning Communities (hereinafter LLCC). So, the actions in the resolution of school conflicts and their implications are identified. The information was obtained through life stories (students), and depth interviews (teachers, families and volunteers) from three LLCC. A content analysis was performed and this was helped by a categorical system. The results show that three models of conflict resolution; disciplinary, mediator and communitarian appear intermingled. In conclusion it is emphasized that, the centers that have passed through all stages of the transformation process in LLCC, show a strong degree of community involvement regarding the conflict resolution model, against the centers which are still in unfinished processes.

引用

页码：299 / 319

页数：21

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