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A mixed methods study of cyberbullyi...

Phillips-Shyrock, Shannon.

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A mixed methods study of cyberbullying: Student, educator, and parent/guardian perspectives and implications for prevention and intervention.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A mixed methods study of cyberbullying: Student, educator, and parent/guardian perspectives and implications for prevention and intervention./
Author:	Phillips-Shyrock, Shannon.
Description:	342 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
Contained By:	Dissertation Abstracts International75-11A(E).
Subject:	Educational sociology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3630064
ISBN:	9781321077346

A mixed methods study of cyberbullying: Student, educator, and parent/guardian perspectives and implications for prevention and intervention.
Phillips-Shyrock, Shannon.

A mixed methods study of cyberbullying: Student, educator, and parent/guardian perspectives and implications for prevention and intervention. - 342 p.

Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.

Thesis (D.Ed.)--Indiana University of Pennsylvania, 2014.

The purpose of this study was to analyze the perspectives of the three groups most directly affected by cyberbullying: (1) the students involved in incidents, (2) their parents/guardians, and (3) educators such as teachers, school administrators, counselors, social workers, and school psychologists. There have been ineffective or nonexistent cyberbullying prevention and intervention strategies used by all three groups, partly due to their different perspectives on this issue, education needs, and lack of collaboration to address this problem. A recurring theme in the literature is the different perspectives of this problem by the three groups that most need to have consensus and collaboration if effective cyberbullying programs are to be created (Cassidy, Jackson, Brown, 2009; Cassidy, Brown, & Jackson, 2012a, 2012b; Mark, 2009; Spaulding, 2012; Wiseman, 2011). The researcher will address these issues by providing findings from this study that can be used to create more effective cyberbullying prevention programs.

ISBN: 9781321077346Subjects--Topical Terms:

519608
Educational sociology.

A mixed methods study of cyberbullying: Student, educator, and parent/guardian perspectives and implications for prevention and intervention.
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245 1 2 $a A mixed methods study of cyberbullying: Student, educator, and parent/guardian perspectives and implications for prevention and intervention.
300 $a 342 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
500 $a Adviser: Mary R. Jalongo.
502 $a Thesis (D.Ed.)--Indiana University of Pennsylvania, 2014.
520 $a The purpose of this study was to analyze the perspectives of the three groups most directly affected by cyberbullying: (1) the students involved in incidents, (2) their parents/guardians, and (3) educators such as teachers, school administrators, counselors, social workers, and school psychologists. There have been ineffective or nonexistent cyberbullying prevention and intervention strategies used by all three groups, partly due to their different perspectives on this issue, education needs, and lack of collaboration to address this problem. A recurring theme in the literature is the different perspectives of this problem by the three groups that most need to have consensus and collaboration if effective cyberbullying programs are to be created (Cassidy, Jackson, Brown, 2009; Cassidy, Brown, & Jackson, 2012a, 2012b; Mark, 2009; Spaulding, 2012; Wiseman, 2011). The researcher will address these issues by providing findings from this study that can be used to create more effective cyberbullying prevention programs.
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710 2 $a Indiana University of Pennsylvania. $b Professional Studies in Education. $3 1020763
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3630064