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BACKGROUND. School safety and corresponding feelings of both pupils and school staff are beginning to receive more and more attention. The social cohesion characteristics of a school may be useful in promoting feelings of safety, particularly in pupils. AIMS. To conceptualize theoretically, and check empirically a two-level model of social cohesion between(More)
Educational differentiation and ICT can be designed to better recognize and integrate learning differences across students particularly by assisting instructional management and the self-regulation of students. A conceptual framework for such practice is elaborated here. First, learning as an interactional co-constructive process at various levels is(More)
  • T Mooij
  • 1998
BACKGROUND Aggressive behaviour in pupils is expressed in, e.g., bullying, sexual harassment, and violence. Different kinds of variables could be relevant in explaining a pupil's aggressive or victim behaviour. AIMS To develop a multilevel theoretical and empirical explanation for different kinds of aggressive and victim behaviour displayed by pupils in a(More)
  • Ton Mooij
  • 2005
BACKGROUND Research on pupils' bullying (1991) and violence (1993) motivated the Dutch Ministry of Education, Culture and Science to initiate a national campaign on school safety. The government campaign was undertaken from 1995 to 2000. AIM To test for differences in secondary pupils' bullying and violence before and after the campaign while controlling(More)
In line with fear of crime research, schools should be secure places where pupils feel safe in order to function well. Various types of risk and promotive variables at school and pupil level may differently influence a pupil's feelings of safety in school, the school surroundings, and at home. The aim is to elaborate and test a theoretical two-level model(More)
  • T Mooij
  • 1999
BACKGROUND In an earlier article (Mooij, 1999c) a theoretical multilevel model to promote prosocial pupil behaviour by stimulating specific educational conditions was developed. AIMS To carry out school interventions to check empirically whether pupil level effects occur because of educational changes at the classroom and school level. SAMPLES Seven(More)
In Ôcontextual learning theoryÕ three types of contextual conditions (differentiation of learning procedures and materials, integrated ICT support, and improvement of development and learning progress) are related to four aspects of the learning process (diagnostic, instructional, managerial, and systemic aspects). The resulting structure consists of 15(More)