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Participant Perceptions on the Need ...

O'Connor, Jacqueline.

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Participant Perceptions on the Need for an Anti Bullying Program in Elementary School.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Participant Perceptions on the Need for an Anti Bullying Program in Elementary School./
Author:	O'Connor, Jacqueline.
Description:	139 p.
Notes:	Source: Dissertation Abstracts International, Volume: 73-11(E), Section: A.
Contained By:	Dissertation Abstracts International73-11A(E).
Subject:	Education, Elementary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3516757
ISBN:	9781267464040

Participant Perceptions on the Need for an Anti Bullying Program in Elementary School.
O'Connor, Jacqueline.

Participant Perceptions on the Need for an Anti Bullying Program in Elementary School. - 139 p.

Source: Dissertation Abstracts International, Volume: 73-11(E), Section: A.

Thesis (Ed.D.)--Walden University, 2012.

The phenomenon of bullying in K-12 school districts in the United States continues to undergo examination. The purpose of this study was to understand the issues of bullying from teacher and administrator perspectives and to describe components needed to build a quality program to prevent bullying. Research questions involved understanding participant perceptions about bullying, elements currently in place to identify and respond to bullying, and elements missing from current training to identify bullying and respond to bullying. Bullying was examined through participant perceptions, interactional patterns, and habits of school personnel. Participants included 6 classroom teachers, 1 school guidance counselor, and 1 principal from a 5th and 6th grade elementary school. Digitally recorded structured interviews were transcribed and analyzed using a priori and inductively-developed codes. Results indicated that participants acknowledged a need to improve their ability to question both bullies and victims; those interviewed felt the need to hear more about the phenomenon from the students themselves; participants feel a great need for relevant professional development; and participants expressed a desire for a school-wide behavioral program supported at the district level. Implications for social change include increased knowledge and skills through professional development to foster confidence in staff responses to bullying. This may further serve as a model for other schools to develop an intervention program tailored to meet the needs of their particular school.

ISBN: 9781267464040Subjects--Topical Terms:

516171
Education, Elementary.

Participant Perceptions on the Need for an Anti Bullying Program in Elementary School.
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245 1 0 $a Participant Perceptions on the Need for an Anti Bullying Program in Elementary School.
300 $a 139 p.
500 $a Source: Dissertation Abstracts International, Volume: 73-11(E), Section: A.
500 $a Adviser: Barbara Bennett.
502 $a Thesis (Ed.D.)--Walden University, 2012.
520 $a The phenomenon of bullying in K-12 school districts in the United States continues to undergo examination. The purpose of this study was to understand the issues of bullying from teacher and administrator perspectives and to describe components needed to build a quality program to prevent bullying. Research questions involved understanding participant perceptions about bullying, elements currently in place to identify and respond to bullying, and elements missing from current training to identify bullying and respond to bullying. Bullying was examined through participant perceptions, interactional patterns, and habits of school personnel. Participants included 6 classroom teachers, 1 school guidance counselor, and 1 principal from a 5th and 6th grade elementary school. Digitally recorded structured interviews were transcribed and analyzed using a priori and inductively-developed codes. Results indicated that participants acknowledged a need to improve their ability to question both bullies and victims; those interviewed felt the need to hear more about the phenomenon from the students themselves; participants feel a great need for relevant professional development; and participants expressed a desire for a school-wide behavioral program supported at the district level. Implications for social change include increased knowledge and skills through professional development to foster confidence in staff responses to bullying. This may further serve as a model for other schools to develop an intervention program tailored to meet the needs of their particular school.
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3516757