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Cyberbullying in Middle School: A Re...

Huff, LaTasha Rena.

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Cyberbullying in Middle School: A Research Study on Training and Professional Learning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Cyberbullying in Middle School: A Research Study on Training and Professional Learning./
Author:	Huff, LaTasha Rena.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	111 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-05, Section: A.
Contained By:	Dissertations Abstracts International81-05A.
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=22619655
ISBN:	9781088394779

Cyberbullying in Middle School: A Research Study on Training and Professional Learning.
Huff, LaTasha Rena.

Cyberbullying in Middle School: A Research Study on Training and Professional Learning. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 111 p.

Source: Dissertations Abstracts International, Volume: 81-05, Section: A.

Thesis (Ed.D.)--Northcentral University, 2020.

This item must not be sold to any third party vendors.

The problem this study addressed was that teachers and administrators disagree about the importance in dealing with cyberbullying, and many schools decline to discipline off-campus behavior. Researchers noted that bullying is one of the most critical issues facing middle school education in the 21st century. Students can utilize their ability with intelligent innovations to embarrass and scare their companions on the web, in what is termed alluded to as cyberbullying, and evade criticism from grown-ups or enemies. Researchers found that around 32% of middle school students are subjected to cyberbullying, and that this affects around ten million middle school students' every year. Email messages and Web sites have progressively ended up hurting, embarrassing, and humiliating other students. The purpose of this qualitative case study was to examine the perceptions of teachers and school administration as to why they need more training and professional development to recognize bullying and act on it. The study included nine teachers and four administrators from one middle schools in South Georgia. The results of the study revealed that the middle school teachers and administrators were able to define cyberbullying as the use of social media to intimidate someone through tests messaging, apps, cell phone, and online social media to bully someone. The teachers and administrators noted that the professional development they received from the school district was adequate. Although other teachers felt that they had no clue of the success of the bullying programs at their school. In addition, several teachers and administrators noted that some strategies to reduce bullying in their school can be through de-escalating situations and becoming more knowledgeable of cyberbullying. The results revealed that the teachers and school administrators noted some challenges implementing the bullying program was monitoring the actions of students on outside school activities. The teachers and administrators also noted that some best practices are to educate students on the dangers of cyberbullying and to monitor students' activities while on the internet at the middle school.

ISBN: 9781088394779Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Cyberbullying

Cyberbullying in Middle School: A Research Study on Training and Professional Learning.
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520 $a The problem this study addressed was that teachers and administrators disagree about the importance in dealing with cyberbullying, and many schools decline to discipline off-campus behavior. Researchers noted that bullying is one of the most critical issues facing middle school education in the 21st century. Students can utilize their ability with intelligent innovations to embarrass and scare their companions on the web, in what is termed alluded to as cyberbullying, and evade criticism from grown-ups or enemies. Researchers found that around 32% of middle school students are subjected to cyberbullying, and that this affects around ten million middle school students' every year. Email messages and Web sites have progressively ended up hurting, embarrassing, and humiliating other students. The purpose of this qualitative case study was to examine the perceptions of teachers and school administration as to why they need more training and professional development to recognize bullying and act on it. The study included nine teachers and four administrators from one middle schools in South Georgia. The results of the study revealed that the middle school teachers and administrators were able to define cyberbullying as the use of social media to intimidate someone through tests messaging, apps, cell phone, and online social media to bully someone. The teachers and administrators noted that the professional development they received from the school district was adequate. Although other teachers felt that they had no clue of the success of the bullying programs at their school. In addition, several teachers and administrators noted that some strategies to reduce bullying in their school can be through de-escalating situations and becoming more knowledgeable of cyberbullying. The results revealed that the teachers and school administrators noted some challenges implementing the bullying program was monitoring the actions of students on outside school activities. The teachers and administrators also noted that some best practices are to educate students on the dangers of cyberbullying and to monitor students' activities while on the internet at the middle school.
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