Observation of a Hallway

The building labeled B appears to be the main building of the community college curriculum. Students go in and out of the building all day long, just enter the classroom or buy food from a vending machine full of corners of the building's long corridor. Usually students are sitting in a chair toward the wall while waiting for the course to start, but now the corridors are almost empty waiting for the students' ambush. Outside the classroom, 70 plaques are stacked on the wall, and the frame is blue.

The principal and I looked at the door, observed the corridor, looking for signs of problems. In a few things soon I felt strange. A group of boys gathered outside the biology teacher's classroom. They speak to each other in an electric, excited tone. This reminds me of the crowds' topic before the game started in Las Vegas. The group continued swelling and was too late when noticing what was going on. The boys rushed into the classroom like the SWAT team and I heard the teacher shouting for help. I am fighting the fight

Observations were made in 26 classrooms and 31 school spaces (eg cafeterias, corridors) during the 3-week physical data collection. According to a semistructured agreement designed to capture the nature of employees - students - students - students in different environments, observations in the classroom and school space each last about 1 hour. In order to observe in as many classrooms as possible, we observed each classroom and secured a total of 26 educational spaces. Every student needs to complete the school's climate survey in one lesson. This survey includes safety, attribution, academic participation, discrimination, fairness and future desires of research base that was previously tested in the field and designed newly. The student questionnaire will be translated from English to Spanish, Khmer, Vietnamese and Chinese according to the diversity of the student group.

For a safe, plain living: Case study of school safety work and its impact on educational reforms Rachel Gerber New York University, rmg 368 @ yuu.edu