東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

Middle School Student Perspectives o...

Lopez, Sarah Joann,

Linked to FindBook

Google Book

Amazon

博客來

Middle School Student Perspectives of Bullying in Special Education /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Middle School Student Perspectives of Bullying in Special Education // Sarah Joann Lopez.
Author:	Lopez, Sarah Joann,
Description:	1 electronic resource (121 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
Contained By:	Dissertations Abstracts International85-11A.
Subject:	Special education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30997191
ISBN:	9798382771106

Middle School Student Perspectives of Bullying in Special Education /
Lopez, Sarah Joann,

Middle School Student Perspectives of Bullying in Special Education /Sarah Joann Lopez. - 1 electronic resource (121 pages)

Source: Dissertations Abstracts International, Volume: 85-11, Section: A.

Bullying continues to be a concern in the field of education among school aged students, including individuals with disabilities. The areas of exploration in this basic qualitative study were the characterizations used by students, the ways in which they perceive and experience bullying, and ways in which they react to social situations. Social cognitive theory and social ecological theory guided this phenomenological study of bullying, which sought to gain the essence of bullying from the perspectives of middle school students with disabilities in the general education inclusive setting. The study was conducted at a large public school district in Chicago, IL, through semi-structured interviews with eight middle school students with disabilities, and three middle school general education teachers, as well as a classroom observation. Findings revealed how students use their own language to define bullying, with both common and uncommon meanings from the established classification. Evidence from middle school teachers also suggests that students with disabilities may be perceiving and experiencing social situations differently than peers, which may make them quick to identify themselves as victims. This in turn could cause misinterpretation or mislabeling of social situations. Implications include ongoing teacher education in addressing reports of bullying, social skill instruction, and future research into the area of cyberbullying.

English

ISBN: 9798382771106Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Bullying

Middle School Student Perspectives of Bullying in Special Education /
LDR:02853nmm a22004333i 4500 001 2401762
005 20250522102104.5
006 m o d
007 cr|nu||||||||
008 251215s2024 miu||||||m |||||||eng d
020 $a 9798382771106
035 $a (MiAaPQD)AAI30997191
035 $a AAI30997191
035 $a 2401762
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Lopez, Sarah Joann, $e author. $3 3771940
245 1 0 $a Middle School Student Perspectives of Bullying in Special Education / $c Sarah Joann Lopez.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 1 electronic resource (121 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
500 $a Advisors: Spears, William Committee members: Gordon, Mark; Lin, Jie.
502 $b Ed.D. $c Concordia University Chicago $d 2024.
520 $a Bullying continues to be a concern in the field of education among school aged students, including individuals with disabilities. The areas of exploration in this basic qualitative study were the characterizations used by students, the ways in which they perceive and experience bullying, and ways in which they react to social situations. Social cognitive theory and social ecological theory guided this phenomenological study of bullying, which sought to gain the essence of bullying from the perspectives of middle school students with disabilities in the general education inclusive setting. The study was conducted at a large public school district in Chicago, IL, through semi-structured interviews with eight middle school students with disabilities, and three middle school general education teachers, as well as a classroom observation. Findings revealed how students use their own language to define bullying, with both common and uncommon meanings from the established classification. Evidence from middle school teachers also suggests that students with disabilities may be perceiving and experiencing social situations differently than peers, which may make them quick to identify themselves as victims. This in turn could cause misinterpretation or mislabeling of social situations. Implications include ongoing teacher education in addressing reports of bullying, social skill instruction, and future research into the area of cyberbullying.
546 $a English
590 $a School code: 1711
650 4 $a Special education. $3 516693
650 4 $a Educational leadership. $3 529436
650 4 $a Middle school education. $3 969762
653 $a Bullying
653 $a Disabilities
653 $a inclusion
653 $a Middle school students
690 $a 0529
690 $a 0449
690 $a 0450
710 2 $a Concordia University Chicago. $b Educational Leadership. $e degree granting institution. $3 3771941
720 1 $a Spears, William $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 85-11A.
790 $a 1711
791 $a Ed.D.
792 $a 2024
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30997191