東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

An Analysis of Teachers' Perceptions...

Thomas, Tiffany Wilson.

FindBook

Google Book

Amazon

博客來

An Analysis of Teachers' Perceptions of Bullying at the Elementary School Level.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An Analysis of Teachers' Perceptions of Bullying at the Elementary School Level./
作者:	Thomas, Tiffany Wilson.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	224 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
標題:	Early childhood education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10617808
ISBN:	9780355181432

An Analysis of Teachers' Perceptions of Bullying at the Elementary School Level.
Thomas, Tiffany Wilson.

An Analysis of Teachers' Perceptions of Bullying at the Elementary School Level. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 224 p.

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ed.D.)--Walden University, 2017.

Teachers in elementary schools are often faced with countless disruptive bullying behaviors, which cause them to lose valuable classroom instruction time. In addition, bullying victims have shown a decline in academic success as compared to students who are not bullied. The purpose of this qualitative bounded case study was to explore teachers' understanding and awareness of bullying behaviors and policies at the elementary school level, particularly in an elementary school in a southeastern state that has experienced large increases in student disruptive behavior over the past 2 school years. Bandura's social cognitive theory served as the conceptual framework. Semi-structured interview data were collected from a purposeful sample of 8 certified teachers at the school who taught students in Grades 3 through 5 during the past 2 school years. Open and axial coding procedures were utilized to discover themes based on teachers' perceptions of bullying, interventions and regulations. The findings revealed that teachers struggled with recognizing bullying behaviors, were unsure of the policies and procedures related to reporting bullying incidents, and their confidence levels were low when handling bullying behavior. Findings reflected components of Bandura's social cognitive theory in that individuals with high levels of perceived competence were motivated to set goals and complete tasks. A professional development workshop was created to provide teachers with the necessary tools to assist them in recognizing, responding, and reporting bullying incidents. Positive social change might occur from promoting bullying awareness among teachers and creating a positive impact on teaching, student learning, and the overall school environment at the local level.

ISBN: 9780355181432Subjects--Topical Terms:

518817
Early childhood education.

An Analysis of Teachers' Perceptions of Bullying at the Elementary School Level.
LDR:02710nmm a2200289 4500 001 2127744
005 20180105074620.5
008 180830s2017 ||||||||||||||||| ||eng d
020 $a 9780355181432
035 $a (MiAaPQ)AAI10617808
035 $a AAI10617808
040 $a MiAaPQ $c MiAaPQ
100 1 $a Thomas, Tiffany Wilson. $3 3289915
245 1 3 $a An Analysis of Teachers' Perceptions of Bullying at the Elementary School Level.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 224 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
500 $a Advisers: Wade C. Smith Jr.; Sheilia R. Goodwin.
502 $a Thesis (Ed.D.)--Walden University, 2017.
520 $a Teachers in elementary schools are often faced with countless disruptive bullying behaviors, which cause them to lose valuable classroom instruction time. In addition, bullying victims have shown a decline in academic success as compared to students who are not bullied. The purpose of this qualitative bounded case study was to explore teachers' understanding and awareness of bullying behaviors and policies at the elementary school level, particularly in an elementary school in a southeastern state that has experienced large increases in student disruptive behavior over the past 2 school years. Bandura's social cognitive theory served as the conceptual framework. Semi-structured interview data were collected from a purposeful sample of 8 certified teachers at the school who taught students in Grades 3 through 5 during the past 2 school years. Open and axial coding procedures were utilized to discover themes based on teachers' perceptions of bullying, interventions and regulations. The findings revealed that teachers struggled with recognizing bullying behaviors, were unsure of the policies and procedures related to reporting bullying incidents, and their confidence levels were low when handling bullying behavior. Findings reflected components of Bandura's social cognitive theory in that individuals with high levels of perceived competence were motivated to set goals and complete tasks. A professional development workshop was created to provide teachers with the necessary tools to assist them in recognizing, responding, and reporting bullying incidents. Positive social change might occur from promoting bullying awareness among teachers and creating a positive impact on teaching, student learning, and the overall school environment at the local level.
590 $a School code: 0543.
650 4 $a Early childhood education. $3 518817
650 4 $a Educational sociology. $3 519608
690 $a 0518
690 $a 0340
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 79-01A(E).
790 $a 0543
791 $a Ed.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10617808