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Bridging the divide: A case study in...

Graves, Tiffany Nicole.

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Bridging the divide: A case study investigating digitally-wise teacher perceptions of middle school cyberbullying.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Bridging the divide: A case study investigating digitally-wise teacher perceptions of middle school cyberbullying./
Author:	Graves, Tiffany Nicole.
Description:	258 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
Contained By:	Dissertation Abstracts International74-08A(E).
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3559759
ISBN:	9781303050886

Bridging the divide: A case study investigating digitally-wise teacher perceptions of middle school cyberbullying.
Graves, Tiffany Nicole.

Bridging the divide: A case study investigating digitally-wise teacher perceptions of middle school cyberbullying. - 258 p.

Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.

Thesis (Ed.D.)--Liberty University, 2013.

The purpose of this qualitative case study was to explore the perceptions of middle school, technologically proficient, or digitally-wise teachers, regarding how they defined, prevented, recognized, and handled incidences of cyberbullying in four middle schools located in Southern Virginia. Data was collected using an open-ended questionnaire, archival data, including school public records and lesson plans, and interviews. Data for this study were triangulated and synthesized following Stake's data analysis procedures to create naturalistic generalizations for the readers. All data was coded and 10 emergent themes developed. Digitally-wise middle school teachers voiced confidence about their ability to define cyberbullying; they shared that they utilized multiple strategies to prevent cyberbullying, and they relied on their students' self-reporting to recognize cyberbullying cases, yet voiced that they were unsure of the exact prevalence of cases in their school environment. The participants shared that when handling cyberbullying they relied on their past experiences, felt empowered by Hilltop County rules, but would like further training on how to effectively handle cyberbullying. Implications of the study were to provide cyberbullying faculty training, conduct a school-wide survey to further explore stakeholder knowledge of cyberbullying, and provide an online method for teachers to have access to cyberbullying school data and resources.

ISBN: 9781303050886Subjects--Topical Terms:

1035576
Education, Leadership.

Bridging the divide: A case study investigating digitally-wise teacher perceptions of middle school cyberbullying.
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100 1 $a Graves, Tiffany Nicole. $3 2096587
245 1 0 $a Bridging the divide: A case study investigating digitally-wise teacher perceptions of middle school cyberbullying.
300 $a 258 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
500 $a Adviser: Cristie McClendon.
502 $a Thesis (Ed.D.)--Liberty University, 2013.
520 $a The purpose of this qualitative case study was to explore the perceptions of middle school, technologically proficient, or digitally-wise teachers, regarding how they defined, prevented, recognized, and handled incidences of cyberbullying in four middle schools located in Southern Virginia. Data was collected using an open-ended questionnaire, archival data, including school public records and lesson plans, and interviews. Data for this study were triangulated and synthesized following Stake's data analysis procedures to create naturalistic generalizations for the readers. All data was coded and 10 emergent themes developed. Digitally-wise middle school teachers voiced confidence about their ability to define cyberbullying; they shared that they utilized multiple strategies to prevent cyberbullying, and they relied on their students' self-reporting to recognize cyberbullying cases, yet voiced that they were unsure of the exact prevalence of cases in their school environment. The participants shared that when handling cyberbullying they relied on their past experiences, felt empowered by Hilltop County rules, but would like further training on how to effectively handle cyberbullying. Implications of the study were to provide cyberbullying faculty training, conduct a school-wide survey to further explore stakeholder knowledge of cyberbullying, and provide an online method for teachers to have access to cyberbullying school data and resources.
520 $a Keywords: cyberbullying, social technology, peer victimization, social networking sites, digital native, digital immigrant, digital wisdom.
590 $a School code: 1052.
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, Middle School. $3 1030813
650 4 $a Education, Teacher Training. $3 783747
690 $a 0449
690 $a 0450
690 $a 0530
710 2 $a Liberty University. $b School of Education. $3 1017771
773 0 $t Dissertation Abstracts International $g 74-08A(E).
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791 $a Ed.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3559759