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

The Effect of a Bullying Primer Less...

Gilman, Randy Glyn.

FindBook

Google Book

Amazon

博客來

The Effect of a Bullying Primer Lesson on Student Understanding and the Reported Incident Rate of Bullying Behavior of Fourth and Fifth Grade Students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Effect of a Bullying Primer Lesson on Student Understanding and the Reported Incident Rate of Bullying Behavior of Fourth and Fifth Grade Students./
作者:	Gilman, Randy Glyn.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	114 p.
附註:	Source: Dissertation Abstracts International, Volume: 80-01(E), Section: A.
Contained By:	Dissertation Abstracts International80-01A(E).
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10931858
ISBN:	9780438308831

The Effect of a Bullying Primer Lesson on Student Understanding and the Reported Incident Rate of Bullying Behavior of Fourth and Fifth Grade Students.
Gilman, Randy Glyn.

The Effect of a Bullying Primer Lesson on Student Understanding and the Reported Incident Rate of Bullying Behavior of Fourth and Fifth Grade Students. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 114 p.

Source: Dissertation Abstracts International, Volume: 80-01(E), Section: A.

Thesis (Ed.D.)--Missouri Baptist University, 2018.

This study sought to measure the effect of the researcher's bullying lesson on student understanding of bullying behavior and the reported incident rate of bullying behavior among fourth and fifth grade students. A review of existing research has exposed a significant problem for society in general and school districts in particular as they attempt to solve the problem of bullying. Data on the prevalence of bullying behavior ranges widely from study to study creating an unreliable baseline for determining the effectiveness of anti-bullying initiatives. A recent meta-analysis of 80 studies found victimization rates for cyberbullying ranging from 2.2% of all students to 56.2% with victimization of traditional bullying ranging from 9% to 97% of students. A general misunderstanding surrounding bullying is thought to play a key role in the inconsistent rates of bullying reported. This study examined the effect of a primer lesson on student understanding of bullying and then compared an intervention group and a comparison group after they took a bullying survey. The survey checked for an understanding of bullying utilizing widely agreed on characteristics of the behavior and also gathered data on reported incidents. Analysis of the data included running a t-test for the intervention group and comparison group comparing both the student assessment scores and the reported incident rates for each. Results indicated a statistical significance does exist between survey results of the group that received the primer lesson and the group that received the traditional Missouri Department of Elementary and Secondary Education (DESE) lesson on bullying. Statistically significant differences were detected between the comparison group receiving the DESE lesson and the intervention group which received the researcher's lesson on bullying. Based on this statistical data null hypotheses one and two were rejected and alternative hypotheses one and two were accepted.

ISBN: 9780438308831Subjects--Topical Terms:

516579
Education.

The Effect of a Bullying Primer Lesson on Student Understanding and the Reported Incident Rate of Bullying Behavior of Fourth and Fifth Grade Students.
LDR:03002nmm a2200301 4500 001 2201890
005 20190503132005.5
008 201008s2018 ||||||||||||||||| ||eng d
020 $a 9780438308831
035 $a (MiAaPQ)AAI10931858
035 $a (MiAaPQ)mobap:10145
035 $a AAI10931858
040 $a MiAaPQ $c MiAaPQ
100 1 $a Gilman, Randy Glyn. $3 3428633
245 1 4 $a The Effect of a Bullying Primer Lesson on Student Understanding and the Reported Incident Rate of Bullying Behavior of Fourth and Fifth Grade Students.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 114 p.
500 $a Source: Dissertation Abstracts International, Volume: 80-01(E), Section: A.
500 $a Adviser: Margaret Sainz.
502 $a Thesis (Ed.D.)--Missouri Baptist University, 2018.
520 $a This study sought to measure the effect of the researcher's bullying lesson on student understanding of bullying behavior and the reported incident rate of bullying behavior among fourth and fifth grade students. A review of existing research has exposed a significant problem for society in general and school districts in particular as they attempt to solve the problem of bullying. Data on the prevalence of bullying behavior ranges widely from study to study creating an unreliable baseline for determining the effectiveness of anti-bullying initiatives. A recent meta-analysis of 80 studies found victimization rates for cyberbullying ranging from 2.2% of all students to 56.2% with victimization of traditional bullying ranging from 9% to 97% of students. A general misunderstanding surrounding bullying is thought to play a key role in the inconsistent rates of bullying reported. This study examined the effect of a primer lesson on student understanding of bullying and then compared an intervention group and a comparison group after they took a bullying survey. The survey checked for an understanding of bullying utilizing widely agreed on characteristics of the behavior and also gathered data on reported incidents. Analysis of the data included running a t-test for the intervention group and comparison group comparing both the student assessment scores and the reported incident rates for each. Results indicated a statistical significance does exist between survey results of the group that received the primer lesson and the group that received the traditional Missouri Department of Elementary and Secondary Education (DESE) lesson on bullying. Statistically significant differences were detected between the comparison group receiving the DESE lesson and the intervention group which received the researcher's lesson on bullying. Based on this statistical data null hypotheses one and two were rejected and alternative hypotheses one and two were accepted.
590 $a School code: 1640.
650 4 $a Education. $3 516579
650 4 $a School counseling. $3 2144793
690 $a 0515
690 $a 0519
710 2 $a Missouri Baptist University. $b Education Division. $3 3181059
773 0 $t Dissertation Abstracts International $g 80-01A(E).
790 $a 1640
791 $a Ed.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10931858