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The Inclusion Classroom: Implementin...

Patterson, Erika Lea Mooney,

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The Inclusion Classroom: Implementing the Olweus Bullying Prevention Program© to Improve the Classroom Environment /

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Inclusion Classroom: Implementing the Olweus Bullying Prevention Program© to Improve the Classroom Environment // Erika Lea Mooney Patterson.
Author:	Patterson, Erika Lea Mooney,
Description:	1 electronic resource (240 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 80-01, Section: A.
Contained By:	Dissertations Abstracts International80-01A.
Subject:	Educational sociology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10784974
ISBN:	9780438112704

The Inclusion Classroom: Implementing the Olweus Bullying Prevention Program© to Improve the Classroom Environment /
Patterson, Erika Lea Mooney,

The Inclusion Classroom: Implementing the Olweus Bullying Prevention Program© to Improve the Classroom Environment /Erika Lea Mooney Patterson. - 1 electronic resource (240 pages)

Source: Dissertations Abstracts International, Volume: 80-01, Section: A.

At White Rose Middle School (WRMS), in the lower Piedmont of South Carolina, students with individualized education plans (IEPs), behavioral intervention plans (BIPs), and 504 Plans were placed in the inclusion classroom setting resulting in repeated negative behavior patterns that drew the attention of their peers. Students assigned to the inclusion classroom included regular education students, students identified with a "learning disability," and students identified as English language learners (ELL). The negative behaviors expressed in the inclusion classroom were categorized as bullying behaviors that disrupted the classroom environment. The purpose of the present action research study was to determine if the Olweus Bullying Prevention Program© had an impact on the middle level students identified with "learning disabilities." The Olweus Bullying Prevention Program©, funded by the school district, was implemented for 10 weeks in the inclusion classroom as an intervention to determine its impact on these students. The researcher collected and analyzed data in a concurrent mixed method study. The quantitative data consisted of a bullying knowledge pretest-posttest, a pre- and post-observation of bullying behavior, and a pre- and post-questionnaire of perceived bullying in school. After calculating the differences in means and the dependent samples t-test for each instrument, the bullying knowledge pretest-posttest showed no significant impact on student understanding, the pre- and post-observation of bullying showed no significant impact on bullying behavior in the inclusion classroom, and the pre- and post-questionnaire of perceived bullying showed no significant impact on the student perceptions of bullying in their environment. Then qualitative data of transcripts from the Olweus classroom lessons were analyzed, resulting in the students struggling to identify bullying situations and applying the strategies taught during the intervention. The short-term intervention of 10-weeks had no significant impact. The implications for further practice discussed the implementation of the Olweus Bullying Prevention Program © in the middle school, the need to increase teacher participation in the program, a reevaluation of the OBPP © pre- and post-questionnaire on perceptions of bullying, and an application of an intensive approach in the inclusion classroom for students identified as having "learning disabilities." Therefore, the longer commitments suggested by the implications supports the claim that the program should be applied over an extended period of time.

English

ISBN: 9780438112704Subjects--Topical Terms:

519608
Educational sociology.
Subjects--Index Terms:

Behavior

The Inclusion Classroom: Implementing the Olweus Bullying Prevention Program© to Improve the Classroom Environment /
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520 $a At White Rose Middle School (WRMS), in the lower Piedmont of South Carolina, students with individualized education plans (IEPs), behavioral intervention plans (BIPs), and 504 Plans were placed in the inclusion classroom setting resulting in repeated negative behavior patterns that drew the attention of their peers. Students assigned to the inclusion classroom included regular education students, students identified with a "learning disability," and students identified as English language learners (ELL). The negative behaviors expressed in the inclusion classroom were categorized as bullying behaviors that disrupted the classroom environment. The purpose of the present action research study was to determine if the Olweus Bullying Prevention Program© had an impact on the middle level students identified with "learning disabilities." The Olweus Bullying Prevention Program©, funded by the school district, was implemented for 10 weeks in the inclusion classroom as an intervention to determine its impact on these students. The researcher collected and analyzed data in a concurrent mixed method study. The quantitative data consisted of a bullying knowledge pretest-posttest, a pre- and post-observation of bullying behavior, and a pre- and post-questionnaire of perceived bullying in school. After calculating the differences in means and the dependent samples t-test for each instrument, the bullying knowledge pretest-posttest showed no significant impact on student understanding, the pre- and post-observation of bullying showed no significant impact on bullying behavior in the inclusion classroom, and the pre- and post-questionnaire of perceived bullying showed no significant impact on the student perceptions of bullying in their environment. Then qualitative data of transcripts from the Olweus classroom lessons were analyzed, resulting in the students struggling to identify bullying situations and applying the strategies taught during the intervention. The short-term intervention of 10-weeks had no significant impact. The implications for further practice discussed the implementation of the Olweus Bullying Prevention Program © in the middle school, the need to increase teacher participation in the program, a reevaluation of the OBPP © pre- and post-questionnaire on perceptions of bullying, and an application of an intensive approach in the inclusion classroom for students identified as having "learning disabilities." Therefore, the longer commitments suggested by the implications supports the claim that the program should be applied over an extended period of time.
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650 4 $a Curriculum development. $3 684418
650 4 $a Middle school education. $3 969762
650 4 $a Instructional design. $3 3172279
653 $a Behavior
653 $a Bullying
653 $a Inclusion
653 $a Learning disability
653 $a Olweus
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710 2 $a University of South Carolina. $b Curriculum and Instruction. $e degree granting institution. $3 3823740
720 1 $a Tamim, Suha R. $e degree supervisor.
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