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' Perspectives...

Brown, Sareta.

Linked to FindBook

Google Book

Amazon

博客來

Middle School Teachers' Perspectives of Classroom Bullying.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Middle School Teachers' Perspectives of Classroom Bullying./
Author:	Brown, Sareta.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
Description:	118 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.
Contained By:	Dissertation Abstracts International76-05A(E).
Subject:	Middle school education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3669567
ISBN:	9781321451634

Middle School Teachers' Perspectives of Classroom Bullying.
Brown, Sareta.

Middle School Teachers' Perspectives of Classroom Bullying. - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 118 p.

Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.

Thesis (Ed.D.)--Walden University, 2014.

Teachers are faced with numerous interruptive bullying behaviors in middle school classrooms, which brought the quality of education into question. Bullying victims have shown decreased rates of academic success, measured by lower grades, compared to those not involved in bullying. The purpose of this basic interpretative qualitative study was to explore the phenomenon of classroom bullying from the perspectives and experiences of 10 middle school teachers. The research questions examined teachers' experiences in witnessing bullying in their classrooms and the strategies they used to identify and effectively avert bullying in school. Bandura's theories of moral disengagement and social learning theory of aggression informed and provided a framework for the research process. Information was gathered from 10 purposefully selected middle school teachers through personal interviews. Data analysis included coding, categorizing, and thematic analysis. The resulting themes revealed that teachers and school counselors played the most important role in bullying prevention. Physical, verbal, and cyberbullying were perceived as the major types of bullying in the middle school. Teachers reported that more bullying professional development was needed. Given the negative short and long term outcomes associated with bullying, the bullying phenomenon merits serious attention for preventive intervention. Social change will be realized when teachers become more knowledgeable of specific school bullying policies and are able to respond effectively to bullying incidents in schools. Subsequently, students will be able to enter peaceful, productive classrooms and schools.

ISBN: 9781321451634Subjects--Topical Terms:

969762
Middle school education.

Middle School Teachers' Perspectives of Classroom Bullying.
LDR:02624nmm a2200325 4500 001 2128238
005 20180105074636.5
008 180830s2014 ||||||||||||||||| ||eng d
020 $a 9781321451634
035 $a (MiAaPQ)AAI3669567
035 $a AAI3669567
040 $a MiAaPQ $c MiAaPQ
100 1 $a Brown, Sareta. $3 3290406
245 1 0 $a Middle School Teachers' Perspectives of Classroom Bullying.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2014
300 $a 118 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.
500 $a Adviser: Candace Adams.
502 $a Thesis (Ed.D.)--Walden University, 2014.
520 $a Teachers are faced with numerous interruptive bullying behaviors in middle school classrooms, which brought the quality of education into question. Bullying victims have shown decreased rates of academic success, measured by lower grades, compared to those not involved in bullying. The purpose of this basic interpretative qualitative study was to explore the phenomenon of classroom bullying from the perspectives and experiences of 10 middle school teachers. The research questions examined teachers' experiences in witnessing bullying in their classrooms and the strategies they used to identify and effectively avert bullying in school. Bandura's theories of moral disengagement and social learning theory of aggression informed and provided a framework for the research process. Information was gathered from 10 purposefully selected middle school teachers through personal interviews. Data analysis included coding, categorizing, and thematic analysis. The resulting themes revealed that teachers and school counselors played the most important role in bullying prevention. Physical, verbal, and cyberbullying were perceived as the major types of bullying in the middle school. Teachers reported that more bullying professional development was needed. Given the negative short and long term outcomes associated with bullying, the bullying phenomenon merits serious attention for preventive intervention. Social change will be realized when teachers become more knowledgeable of specific school bullying policies and are able to respond effectively to bullying incidents in schools. Subsequently, students will be able to enter peaceful, productive classrooms and schools.
590 $a School code: 0543.
650 4 $a Middle school education. $3 969762
650 4 $a Secondary education. $3 2122779
650 4 $a Educational psychology. $3 517650
650 4 $a Education policy. $3 2191387
650 4 $a Educational administration. $3 2122799
690 $a 0450
690 $a 0533
690 $a 0525
690 $a 0458
690 $a 0514
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 76-05A(E).
790 $a 0543
791 $a Ed.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3669567