Invloed van scholen op de kleine criminaliteit van hun leerlingen 1988-1989

<p>The influence of schools as organizations and their staff members on delinquency of their pupils. interview ( deputy ) headmaster: structure of comprehensive school / pupil supervision / absence and truants / prevention of crime * interview supervisor: detailed account of pupil supervision, absence or truants / contacts with parents of pupils / discrimination between school for lower general secondary education ( MAVO ) and school for higher general secondary education ( HAVO ) or pre-university education ( VWO ) within comprehensive school / prevention of crime questionnaire teachers: number of hours teaching at comprehensive school / number of hours teaching at school for lower general secondary education ( MAVO ) / kind of section( s ) * interview pupils: pupil supervision / absence registration and suppression of playing truant / school activities / prevention of crime * questionnaire pupils: pupils closest peers in the third year / number of repeating on secondary school / pupils opinion about school: nice, boring, cosiness after school time, not looking forward to go to school, importance of getting a graduate for school for lower general secondary education ( MAVO ), repeating or unsatisfactory marks / behaviour of playing truant/ lessons and days / preference for playing truant with certain sections / reaction of school towards truants, justness of that reaction perceived by pupils, also with being to late at school / detailed account of steeling, vandalistic behaviour and aggressive behaviour towards other persons by pupils within school or outside school / home work / free hours / asking help by study-problems / results of end-of-year report for several sections / interest in several sections / popularity of teachers by pupils / number of times of sanctions on school / involvement with school activities / contact with peers after school hours / pupil webs / personal contacts of pupils with ( deputy ) headmaster / perceived discrimination between school for lower general secondary education ( MAVO ) and school for higher general secondary education ( HAVO ) or pre-university education ( VWO ) within comprehensive school / influence of observators on atmosphere in lessons observations: interactions between teacher and pupils / general characteristics of lessons Background variables: basic characteristics/ place of birth/ household characteristics/ place of work/ occupation/employment/ religion</p>本数据集旨在探究作为社会组织的学校及其教职员工对学生越轨行为的影响。调研数据通过多类方式采集：（副）校长访谈涵盖综合学校的组织架构、学生监管工作、缺勤与逃学情况及犯罪预防相关工作；督导访谈包含学生监管与缺勤、逃学的详细说明，与学生家长的沟通联系，综合学校内部初级普通中等教育学校 (lower general secondary education, MAVO)、高级普通中等教育学校 (higher general secondary education, HAVO)与大学预科教育学校 (pre-university education, VWO)的区分细则，以及犯罪预防工作；教师问卷涉及在综合学校的授课时长、在初级普通中等教育学校 (MAVO)的授课时长及所负责的教学组别类型（可涵盖多个组别）；学生访谈涵盖学生监管情况、缺勤登记与逃学制止措施、学校活动开展情况及犯罪预防工作；学生问卷内容包括三年级学生的亲密同伴群体情况、中学阶段留级次数，学生对学校的主观评价（如校园是否宜人、是否枯燥乏味、课后闲暇的惬意感、是否愿意返校就读、就读初级普通中等教育学校 (MAVO)时获取毕业证的重要性、留级或成绩不佳的相关情况），逃学行为相关细节（如逃学涉及的课时与天数、偏好与特定教学组别的学生结伴逃学、学校对逃学生的处理方式及学生感知到的该处理方式的公正性，涵盖上学迟到场景），学生在校内外实施盗窃、破坏公物与攻击他人的具体行为，家庭作业完成情况、课余时间安排、学业问题求助情况，各教学组别期末成绩报告结果、学生对各教学组别的兴趣程度，学生眼中受欢迎的教师、校内惩戒实施次数，参与学校活动的情况、课后与同伴的社交联系、学生社交网络，学生与（副）校长的私人接触，学生感知到的综合学校内部MAVO、HAVO与VWO三类分校间的歧视现象，以及督导人员对课堂氛围的影响；课堂观察涵盖师生互动情况与课堂整体特征。背景变量包括基础人口特征、出生地、家庭特征、工作地点、职业与就业情况及宗教信仰。