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Abstracts prior to volume 5(1) have been archived!

Issue 5(1), October 2010 -- Paper Abstracts
Girard  (p. 9-22)
Cooper (p. 23-32)
Kunz-Osborne (p. 33-41)
Coulmas-Law (p.42-46)
Stasio (p. 47-56)
Albert-Valette-Florence (p.57-63)
Zhang-Rauch (p. 64-70)
Alam-Yasin (p. 71-78)
Mattare-Monahan-Shah (p. 79-94)
Nonis-Hudson-Hunt (p. 95-106) 



JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE 


Preservice Teachers’ Perceptions of Public School Violent Intruder Drills


Author(s): Kati Oakes Pusey

Citation: Kati Oakes Pusey, (2020) "Preservice Teachers’ Perceptions of Public School Violent Intruder Drills," Journal of Higher Education Theory and Practice, Vol. 20, ss. 16, pp. 61-73

Article Type: Research paper

Publisher: North American Business Press

Abstract:

This qualitative study consisted of semistructured interviews conducted with preservice teachers. Using prospect theory as the framework, the key research questions addressed preservice teachers’ perceptions of violent intruder incidents and drills as well as their experiences participating in drills and training related to self-efficacy. Key findings included that perceptions change over time with the accumulation of experience and that teachers have the added responsibility to process student emotions subsequent to events and drills. Participants reported a range of self-confidence, which for some was impacted by the type of training received. Participants desired more opportunities to learn and consistency between schools.