An Application of “Broken‐Windows” and Related Theories to the Study of Disorder, Fear, and Collective Efficacy in Schools

Autor:	Plank, Stephen B., Bradshaw, Catherine P., Young, Hollie
Zdroj:	American Journal of Education, 2009 Feb 01. 115(2), 227-247.
Databáze:	JSTOR Journals
Externí odkaz:	https://www.jstor.org/stable/10.1086/595669 Zobrazit plný text záznamu