東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Middle school teachers' perceptions ...

Noah, Tolulope Omolara.

Linked to FindBook

Google Book

Amazon

博客來

Middle school teachers' perceptions of cyberbullying.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Middle school teachers' perceptions of cyberbullying./
Author:	Noah, Tolulope Omolara.
Description:	202 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-02(E), Section: A.
Contained By:	Dissertation Abstracts International74-02A(E).
Subject:	Education, Middle School. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3542455
ISBN:	9781267701619

Middle school teachers' perceptions of cyberbullying.
Noah, Tolulope Omolara.

Middle school teachers' perceptions of cyberbullying. - 202 p.

Source: Dissertation Abstracts International, Volume: 74-02(E), Section: A.

Thesis (Ed.D.)--University of Southern California, 2012.

The prevalence of digital technology amongst today's youth has expanded the ways in which they can interact with each other. One negative form of interaction that has emerged is cyberbullying, where youth bully each other through digital and online tools. While several studies have examined students' and preservice teachers' perceptions of cyberbullying, there is a critical gap in the research literature about inservice teachers' perceptions of cyberbullying. Thus, the aim of this exploratory research study was to investigate middle school teachers' knowledge of cyberbullying, their experiences managing cyberbullying, their concerns about and confidence to address cyberbullying, and their perceptions of their role in preventing and responding to cyberbullying. The study was conducted at a public middle school (6th--8th grade site) within a suburban school district in the Western region of the United States. A qualitative case study approach was employed. In-depth interviews were conducted with six middle school teachers and three school leaders at the middle school using semi-structured interview protocols. The data from the interviews was read and coded to identify the predominant themes. In addition, seven school/district policy documents were analyzed for their inclusion of cyberbullying-specific policies and procedures. The data from the teacher interviews, school leader interviews, and document analysis resulted in five key findings. First, teachers lack knowledge of the prevalence of cyberbullying on campus. Second, teachers lack knowledge of the school's procedure for handling cyberbullying. Third, teachers have had varied experiences managing cyberbullying. Fourth, teachers are more confident that they can identify cyberbullying than manage it. Lastly, teachers perceive themselves as having a definite role in preventing and responding to cyberbullying. Based on these findings, the following five recommendations for practice were made: conducting a school-wide cyberbullying assessment, providing cyberbullying professional development/training to teachers, developing a comprehensive cyberbullying procedure, including cyberbullying-specific policies in the school/district policy documents, and providing ongoing education about cyberbullying. Future research should be conducted about the impact of cyberbullying training/professional development on teachers' confidence to address cyberbullying and teacher practices as they pertain to educating students about cyberbullying. In addition, a comparative study should be conducted to examine the knowledge, perceptions, and experiences of teachers, students, school leaders, and parents in relation to one another.

ISBN: 9781267701619Subjects--Topical Terms:

1030813
Education, Middle School.

Middle school teachers' perceptions of cyberbullying.
LDR:03587nam a2200289 4500 001 1960833
005 20140701144632.5
008 150210s2012 ||||||||||||||||| ||eng d
020 $a 9781267701619
035 $a (MiAaPQ)AAI3542455
035 $a AAI3542455
040 $a MiAaPQ $c MiAaPQ
100 1 $a Noah, Tolulope Omolara. $3 2096579
245 1 0 $a Middle school teachers' perceptions of cyberbullying.
300 $a 202 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-02(E), Section: A.
500 $a Adviser: Patricia Burch.
502 $a Thesis (Ed.D.)--University of Southern California, 2012.
520 $a The prevalence of digital technology amongst today's youth has expanded the ways in which they can interact with each other. One negative form of interaction that has emerged is cyberbullying, where youth bully each other through digital and online tools. While several studies have examined students' and preservice teachers' perceptions of cyberbullying, there is a critical gap in the research literature about inservice teachers' perceptions of cyberbullying. Thus, the aim of this exploratory research study was to investigate middle school teachers' knowledge of cyberbullying, their experiences managing cyberbullying, their concerns about and confidence to address cyberbullying, and their perceptions of their role in preventing and responding to cyberbullying. The study was conducted at a public middle school (6th--8th grade site) within a suburban school district in the Western region of the United States. A qualitative case study approach was employed. In-depth interviews were conducted with six middle school teachers and three school leaders at the middle school using semi-structured interview protocols. The data from the interviews was read and coded to identify the predominant themes. In addition, seven school/district policy documents were analyzed for their inclusion of cyberbullying-specific policies and procedures. The data from the teacher interviews, school leader interviews, and document analysis resulted in five key findings. First, teachers lack knowledge of the prevalence of cyberbullying on campus. Second, teachers lack knowledge of the school's procedure for handling cyberbullying. Third, teachers have had varied experiences managing cyberbullying. Fourth, teachers are more confident that they can identify cyberbullying than manage it. Lastly, teachers perceive themselves as having a definite role in preventing and responding to cyberbullying. Based on these findings, the following five recommendations for practice were made: conducting a school-wide cyberbullying assessment, providing cyberbullying professional development/training to teachers, developing a comprehensive cyberbullying procedure, including cyberbullying-specific policies in the school/district policy documents, and providing ongoing education about cyberbullying. Future research should be conducted about the impact of cyberbullying training/professional development on teachers' confidence to address cyberbullying and teacher practices as they pertain to educating students about cyberbullying. In addition, a comparative study should be conducted to examine the knowledge, perceptions, and experiences of teachers, students, school leaders, and parents in relation to one another.
590 $a School code: 0208.
650 4 $a Education, Middle School. $3 1030813
650 4 $a Education, Technology of. $3 1018012
650 4 $a Education, Teacher Training. $3 783747
690 $a 0450
690 $a 0710
690 $a 0530
710 2 $a University of Southern California. $b Education(Leadership). $3 1020872
773 0 $t Dissertation Abstracts International $g 74-02A(E).
790 $a 0208
791 $a Ed.D.
792 $a 2012
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3542455