Download or read book Perceptions of Elementary School Teachers Counselors and Principals about Bullying at Two School Sites in Utah and Mexico written by Bernardo Villar and published by . This book was released on 2013 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bullying is a serious issue that exists not only in the United States but in other countries as well. There are significant, and often devastating, implications for both the bully and the victim. This research focused on the perspectives of teachers, principals, and counselors related to bullying in two elementary schools in Utah and Mexico. Through semi-structured interviews with open-ended questions and archival records, this qualitative study explored different perspectives on bullying found in two schools exhibiting approximately the same student and teacher demographics. Interviews with teachers, counselors and principals allowed for comparison of differences and similarities between both locations. Consistent themes developed throughout the study regarding the issue of bullying and how it was addressed differently at each site. Many of these differences stemmed from three main elements. The main elements that emerged were the contrast in training that was provided to teachers, the role of the principal, and the support for educators practicing the strategies they were taught. In addition, differences were also found in the understanding of the law and policies surrounding bullying.

Download or read book Elementary School Teachers Perceptions of Bullying and Anti bullying Curriculum written by Vikaash Moosai and published by . This book was released on 2014 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: Numerous studies examining bullying among elementary school students and anti-bullying curricula and programs are available in educational literature. However, little research examines the perceptions of elementary teachers and guidance counselors regarding implementing the curriculum. To address this gap in the literature, my case study focused on three elementary schools and 21 participants (18 teachers and three guidance counselors) in South Florida and their perceptions on bullying and the anti-bullying curriculum implemented during the 2011 school year. The data collected included approximately 50 hours of interviews and the disaggregation of each school's discipline summary report. There were two major themes that emerged from the study. The first theme (elementary school bullying) addressed the individuals responsible for addressing bullying, the outcomes of bullying, the characteristics of a bully, the locations of bullying, and the reasons why bullying occurs. The second theme (elementary school anti-bullying curricula) addressed the professional development offered and what is needed, the components within an anti-bullying curriculum and what is needed, and the ways in which special needs students are addressed through an anti-bullying curriculum. There are three major conclusions that can be drawn from this research. First, the participants believed that children learn bullying behaviors from the many influential factors surrounding their everyday lives. Second, there are several components that the participants identified as necessary for an anti-bullying curriculum that could be addressed through social studies and everyday life skills. Finally, professional development must be offered to all stakeholders so that there is consistency in the implementation of the schoolwide initiative. It is unknown as to the origins of bullying. Some may believe that it starts in elementary schools and builds into an international problem. Others may view bullying as a global problem that trickles down into the elementary schools. Regardless of belief, the need for addressing elementary school bullying bounces from one individual to the next. Who will notify the parents? Who will train the teachers? Who will educate the school officials? Who will educate those at the state level? Which curriculum should be used to address the problem of elementary school bullying?

Download or read book A Study of the Perceptions of Teachers Counselors and Administrators Regarding Their Knowledge of the Social Psychological and Academic Effects of Student Bullying in Middle School in Three Urban School Districts in Texas written by Earnestine Garner and published by . This book was released on 2003 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Elementary Teachers and Principals Perceptions of the OLWEUS Bullying Prevention Program written by Micah I. Friesen and published by . This book was released on 2015 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teachers and Principals Perceptions of Contexts and Conditions That Maintain Bullying in Elementary Schools written by Tina Ghaly-Calafati and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Utah Elementary School Teachers Perceptions of Students Problematic Behaviors and Critical Social Skills written by Kimberly Weed and published by . This book was released on 2015 with total page 63 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teachers Perceptions of Bullying at the Elementary School Level written by Richard A. Croucier and published by . This book was released on 2003 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Principal and Teacher Perceptions of the Effectiveness of the Olweus Bullying Prevention Program written by Carolyn Spears Daugherty and published by . This book was released on 2011 with total page 187 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the effectiveness of the Olweus Bullying Prevention Program (OBPP) and to provide an annotated bibliography of professional literature related to bullying for professional educators. The OBPP used a whole school approach and taught common vocabulary to define the word bullying. Bullying rose to front-page news in recent years and the events led to injuries, death, and even suicide. Long-term effects were severe and included self-esteem issues. The OBPP was one of the better-known programs; however, there were contradictory reports on its effectiveness. This mixed methods study gauged teacher and principal perceptions of the effectiveness of the OBPP. Principals and teachers were surveyed and follow-up interviews were conducted with the principals to better explain the survey results. This study affirmed that the OBPP was effective as measured by these teachers and principals. Based on this sample, results indicated that the OBPP was an effective tool to reduce bullying in the elementary school populations involved in this study. A recommendation stemming from the completion of this study was that the manner in which data on bullying is collected be streamlined. Further research may delve into the possibilities of consistent data collection nationwide to properly assess the bullying phenomena and navigate appropriate programs as solutions.

Download or read book American Doctoral Dissertations written by and published by . This book was released on 2002 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Perceptions of Teachers Toward the Frequency and Types of Bullying on Urban Elementary School Campuses written by Pamela L. Sterling and published by . This book was released on 2013 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Mapping and Monitoring Bullying and Violence written by Ron Astor and published by Oxford University Press. This book was released on 2017-09-21 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mapping and Monitoring Bullying and Violence is a guidebook for district and school education leaders and professionals to reduce incidents of violence and bullying and enhance students' well-being. Written in a step-by-step format, the text is designed to assist in collecting and making better use of data on non-academic issues in schools, such as reports of victimization, weapon and drug possession, theft of personal property, suicide ideation, and other areas. The authors advocate an ongoing monitoring approach that involves collecting information from multiple audiences about what is taking place in and around schools. One part of this process is mapping, which gives school leaders, students, and staff members a visual record of areas of the campus considered safe, alongside those that students view to be places where they might encounter bullying, harm, or trouble. Other common parts of such systems are surveys among students, educators, and parents. The authors include practical examples of how to design such a system, gather current information, analyze and display the data, share it with different audiences, and use it to find solutions. Ultimately, this timely guidebook is a must-have for social workers, psychologists, counselors, nurses, and others working to improve safety in schools.

Download or read book Organizational Climate Faculty Trust written by Tenna Lynne Anderton and published by . This book was released on 2012 with total page 107 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bullying is a serious problem among students. Research linking school climate and trust as to bullying is minimal. This study examined elements of school climate and trust in relation to bullying and protection using Hoy and Smith's (2004) climate study and Smith and Birney's (2005) trust study. Trust was found to be the significant predictor of bullying. As trust increased bullying decreased and teacher protection of bullied children increased. Specifically, Hoy and Smith (2004) found achievement press and institutional vulnerability to be the most factors, in explaining student bullying, and teacher professional behavior was the most significant climate factor in explaining teacher protection. Smith and Birney (2005) found trust in clients the most significant finding in explaining student bullying and trust in colleagues the most significant finding in teacher protection. SES was negatively related to bullying but positively related to protection. The wealthier the school districts the less bullying and more teacher protection. In an extension of both the Hoy and Smith (2004) study, and the Smith and Birney (2005) trust study, the study reported here found that all aspects of climate were related to both bullying and protection but only collegial leadership had a unique relationship to the dependent variable. This study found trust in clients and trust in the principal to be significantly related to bullying and protection with trust in clients being the most significant. SES was not a contributing factor; the absence of the SES relationship was probably due to a restriction of range in a homogeneous and small sample. iii A total of 704 teachers were surveyed in a convenience sample of 29 elementary schools in the northern section of Alabama. Teachers' perceptions of climate, trust, and bullying were surveyed using the OCI, Omnibus T-Scale, and the Bully Index. SES percentages collected from state data on all elementary schools were used as a control variable to explore further relationships. This study offers implications for practice. Trust in clients and trust in the principal played an important role in encouraging the faculty to protect students from intimidation, threat, and aggressive actions from their peers. Building trusting relationships with the principal, teachers, students, and parents, is very important. Principals and teachers must go out of their way to create a bond between students and parents. Principals need to ensure that teachers do not disassociate themselves from taking an active role to monitor, regulate, and confirm incidents of student aggression. This study reaffirms the crucial role school administrators have in building safe and trusting schools. This study offers recommendations for future research. The two dimensions of student bullying and teacher protection need to be examined further in a variety of school environments if we are able to develop strategies to stop violence in schools. Including SES in a study sample can give insight to the socioeconomic and stability of the home as it relates to school bullying.

Download or read book School Bullying Prevention Activities written by Joseph A. Dake and published by . This book was released on 2002 with total page 566 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Survey of Educators about Prevalence Perceptions and Interventions for Bullying in Utah Schools written by Sarah Clarke-Smith and published by . This book was released on 2009 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Role of the Elementary School Counselor in Texas as Perceived by Elementary Principals and Elementary School Counselors written by Reba M. Sommerville and published by . This book was released on 1984 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Investigation of Perceptions Held by Elementary School Principals Teachers and Teacher Aides of Collier County Florida Toward Elementary School aged Migrant Children of Mexican American Heritage written by Joseph J. Nectoux and published by . This book was released on 1975 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Complex Nature of Bullying written by Shaheen R. Fazelbhoy and published by . This book was released on 2007 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: