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

The Implementation of the Anti-Bully...

Zaremba, Stacey Lee.

Linked to FindBook

Google Book

Amazon

博客來

The Implementation of the Anti-Bullying Bill of Rights Act: New Jersey High School Educators' Perceptions.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Implementation of the Anti-Bullying Bill of Rights Act: New Jersey High School Educators' Perceptions./
Author:	Zaremba, Stacey Lee.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	162 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: B.
Contained By:	Dissertation Abstracts International79-01B(E).
Subject:	Counseling Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10617056
ISBN:	9780355155440

The Implementation of the Anti-Bullying Bill of Rights Act: New Jersey High School Educators' Perceptions.
Zaremba, Stacey Lee.

The Implementation of the Anti-Bullying Bill of Rights Act: New Jersey High School Educators' Perceptions. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 162 p.

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

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

New Jersey's high school teachers have many responsibilities to their students: they must educate them, work to mold their strength of character, and protect them from harming each other. The Anti-Bullying Bill of Rights Act (ABR), legally fortified these goals by protecting students from harassment, intimidation, and bullying (HIB), at the state level. Previous research has indicated that incident rates for these negative behaviors are growing globally. This reality has driven the need for intervention and prevention programming; however, few instances of successful implementation exist. An important gap remains in the current literature, as there is still a need to understand the teachers' perceptions of their role as the frontline defenders of antibullying policies. The primary area of focus for this qualitative study was on the challenges and supports encountered by teachers responsible for implementing their high school's antibullying program. Information was gathered using a phenomenological design through semistructured, one-on-one interviews of 12 high school educators from three unique school districts. Lived experiences were interpreted using Espelage and Swearer's social-ecological system framework and Darley and Latane's bystander theory framework. The findings from this study gave voice to those responsible for implementing the ABR. Significant findings included policies that require reactive interactions with students where proactive measures would have been prefered, a lack of top-down communication, and ineffective prevention and intervention program training materials. An impetus for implementing policy change was established, and the potential for social change was welcomed through a move toward proactive measures in the school setting.

ISBN: 9780355155440Subjects--Topical Terms:

2122842
Counseling Psychology.

The Implementation of the Anti-Bullying Bill of Rights Act: New Jersey High School Educators' Perceptions.
LDR:02799nmm a2200313 4500 001 2156751
005 20180517121920.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9780355155440
035 $a (MiAaPQ)AAI10617056
035 $a (MiAaPQ)waldenu:19307
035 $a AAI10617056
040 $a MiAaPQ $c MiAaPQ
100 1 $a Zaremba, Stacey Lee. $3 3344519
245 1 4 $a The Implementation of the Anti-Bullying Bill of Rights Act: New Jersey High School Educators' Perceptions.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 162 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: B.
500 $a Advisers: Eric W. Hickey; Virginia B. Salzer.
502 $a Thesis (Ph.D.)--Walden University, 2017.
520 $a New Jersey's high school teachers have many responsibilities to their students: they must educate them, work to mold their strength of character, and protect them from harming each other. The Anti-Bullying Bill of Rights Act (ABR), legally fortified these goals by protecting students from harassment, intimidation, and bullying (HIB), at the state level. Previous research has indicated that incident rates for these negative behaviors are growing globally. This reality has driven the need for intervention and prevention programming; however, few instances of successful implementation exist. An important gap remains in the current literature, as there is still a need to understand the teachers' perceptions of their role as the frontline defenders of antibullying policies. The primary area of focus for this qualitative study was on the challenges and supports encountered by teachers responsible for implementing their high school's antibullying program. Information was gathered using a phenomenological design through semistructured, one-on-one interviews of 12 high school educators from three unique school districts. Lived experiences were interpreted using Espelage and Swearer's social-ecological system framework and Darley and Latane's bystander theory framework. The findings from this study gave voice to those responsible for implementing the ABR. Significant findings included policies that require reactive interactions with students where proactive measures would have been prefered, a lack of top-down communication, and ineffective prevention and intervention program training materials. An impetus for implementing policy change was established, and the potential for social change was welcomed through a move toward proactive measures in the school setting.
590 $a School code: 0543.
650 4 $a Counseling Psychology. $3 2122842
650 4 $a Educational psychology. $3 517650
650 4 $a Secondary education. $3 2122779
690 $a 0603
690 $a 0525
690 $a 0533
710 2 $a Walden University. $b Psychology. $3 1020184
773 0 $t Dissertation Abstracts International $g 79-01B(E).
790 $a 0543
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10617056