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This study examined the effects of corporal punishment on student outcomes in rural schools by analyzing 1,067 samples from the School Survey on Crime and Safety 2007-2008. Results of descriptive statistics and multivariate regression analyses indicated that schools with corporal punishment may decrease students' violent behaviors and increase the attendance rate, yet those schools may have more student insubordination incidents and fewer students with academic aspirations than schools without corporal punishment. All the associations in the results remained after controlling for school background characteristics. Rural school leaders should consider whether corporal punishment maximizes students' educational benefits.

The present study sought to examine longitudinal associations among delinquency, children's disclosure to parents, parent‐child relationship quality, and parental knowledge in a South Korean sample. Longitudinal research shows that in Western samples, delinquency is negatively associated with the latter three variables. We also sought to test whether the associations varied across gender. We found little evidence of significant reciprocal relationships among the variables and no differences in associations across gender. A second analysis revealed that adolescents' involvement with delinquent peers was a good predictor of subsequent delinquency for males and females. Implications of the findings for future research and practice are discussed. [ABSTRACT FROM AUTHOR]

On the basis of a secondary analysis of survey data collected from 1,872 secondary school principals in the 2005-2006 School Survey on Crime and Safety, we examined the frequency of and reasons for severe disciplinary actions and the relationship between school characteristics and severe disciplinary actions. We found that severe disciplinary actions were frequently taken for insubordinations and physical attacks or fights rather than for weapon-related problems. After controlling for the level of students' problem behaviors, we found that schools serving a larger number of disadvantaged students (underachievers, special education students, ethnic minority students, and students in poverty) tend to use severe disciplinary actions more frequently than do schools with a smaller number of disadvantaged students. Recommendations for ameliorating this inequality in disciplinary practices are offered. (Contains 3 notes, 3 tables and 1 figure.)

The author examined corporal punishment practices in the United States based on data from 362 public school principals where corporal punishment is available. Results from multiple regression analyses show that schools with multiple student violence prevention programs and teacher training programs had fewer possibilities of use corporal punishment, whereas schools that served a greater percentage of ethnic minority students and special education students had a 2.1 times greater and a 1.8 times greater likelihood of use corporal punishment, after controlling for students' problem behavior and school characteristics. Policy implications for an equal implementation of corporal punishment practice were offered. (Contains 4 tables.)

State departments of education can play an important role in preparing teachers for effectively teaching diverse learners in our schools through state policies and standards on teacher certification and teacher education program accreditation. We conducted a content analysis of state standards on teacher certification and program accreditation in the 50 states and the District of Columbia to understand the type and characteristics of diversity-related requirements. We found that while all states addressed diversity in their standards, the type and characteristics of requirements varied across the states. The diversity requirements are ambiguous in most states, and only a small number of states utilize a "social reconstructionist" approach that focuses on preparing teachers to identify social inequality and take an active role to achieve educational and social equity. (Contains 2 tables.)

Whilst school violence is a major public concern and a focus of educational reforms both in the USA and South Korea, few studies have comparatively examined the rates of school violence and school factors associated with them. Analysing nationally-representative data from eighth graders, their mathematics teachers and principals in 150 South Korean schools and in 216 US schools, the authors found that: (1) the rates of school violence are higher in the US than South Korea, (2) student-reported violence rates are not associated with school-reported violence rates in both nations and (3) South Korean schools with academic tracking and low-achieving US schools are more likely to have higher rates of school violence. Policy and practical implications of these findings are discussed.

This paper examines school liability for school violence-related student injury in South Korea and the US. The study found that the US courts considered only violence-related behaviors of the perpetrator when judging whether violence can be foreseen; thus drug abuse or verbal abuse by the perpetrator were not considered as a part of his/her violent history. On the other hand, the Korean courts considered perpetrators' nonviolent behavior, such as low academic achievement or negative attitudes toward academic work, as indicators of violent history. Regarding the extent of school liability, while in Korea, schools were not held responsible for injuries to non-school-related persons caused by their students' violent acts in public, in the US, the court required schools to take legal responsibility for such cases happening during field trips. These findings help to reconsider school liability for school violence and generate suggestions for more reasonable and universal legal standards. (Contains 6 notes.)

Introduction: Research impact and influence are commonly measured quantitatively by citation count received by research articles. Many institutes also use citation count as one of the factors in faculty performance appraisal and candidate selection of academic positions. Various strategies were recommended to amplify and accelerate research influence, particularly citation counts, by bringing research articles to a wider reach for potential readers. However, no prior empirical study was conducted to examine and valid effects of those strategies on nursing studies. This study examines and verifies the direct effects and mediation effects of some strategies, namely, the use of Twitter, international collaboration, the use of ResearchGate, and open access publishing, for amplifying the citation of research and review articles in nursing studies. Design: Cross‐sectional study design. Methods: Articles published in top nursing journals in 2016 were identified in PUBMED and the citation metrics for individual articles until 2021 were extracted from Scopus. The primary outcome was the citation count of the article, while the tweet count on Twitter of the article was considered a mediator. The predictors included paper type, the total number of authors, the proportion of authors with a ResearchGate account in the article, funding support, open‐accessed article, and the number of different countries stated in the authors' affiliation. A mediation analysis was conducted to examine the predictors' direct and indirect effects (i.e., via tweet count) on the citation count of the article. Results: A total of 2210 articles were included in this study, of which 223 (10.1%) were review articles. The median (IQR) number of Scopus citations, tweets, countries, and percentage of authors with ResearchGate accounts were 12 (6–21), 2 (0–6), 1 (1–1), and 75% (50%–100%) respectively. In the mediation analysis, tweet count, article type, number of countries, percentage of authors with a ResearchGate account, and journal impact factors in 2014 were positively associated with the Scopus citation count. The effects of article type, open access, and journals' impact factors in 2014 on Scopus citation count were mediated by the tweet count. Conclusion: This study provides empirical support for some strategies researchers may employ to amplify the citation count of their research articles. The methodology of our study can be extended to compare research influence between entities (e.g., across countries or institutes). Clinical Relevance: The citation refers to the research work cited by peers and is one of the indicators for research impact. Higher citations implied the research work is read and used by others, therefore, understanding the associated factors with higher citations is critical. [ABSTRACT FROM AUTHOR]