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Teacher and student perceptions of b...

Dranoff, Robert.

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Teacher and student perceptions of bullying and victimization in a middle school.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Teacher and student perceptions of bullying and victimization in a middle school./
Author:	Dranoff, Robert.
Description:	202 p.
Notes:	Adviser: Stephanie Tatum.
Contained By:	Dissertation Abstracts International68-07A.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3272789
ISBN:	9780549129103

Teacher and student perceptions of bullying and victimization in a middle school.
Dranoff, Robert.

Teacher and student perceptions of bullying and victimization in a middle school. - 202 p.

Adviser: Stephanie Tatum.

Thesis (Ed.D.)--Dowling College, 2006.

School bullying, a form of peer aggression, has become an increasingly recognized issue as researchers, educators, parents and students have found it to be a major education, health and social problem and concern that can bring negative physical, emotional and developmental consequences. This study took place in a middle school in Long Island, New York. Through the use of an ethnographic approach, an attempt was made to investigate the feelings, beliefs and perceptions of students and adults regarding bullying behavior at their school: what kind of bullying takes place, who are the victims and the bullies, and what causes certain students to become victims of bullying? In addition, how victims and teachers believe bullying behavior is responded to by the school was examined. Seven adults at the school including teachers, administrators and counselors were interviewed as well as eleven students, four victims, four non-victims and three bullies.

ISBN: 9780549129103Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Teacher and student perceptions of bullying and victimization in a middle school.
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035 $a (UMI)AAI3272789
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100 1 $a Dranoff, Robert. $3 1266785
245 1 0 $a Teacher and student perceptions of bullying and victimization in a middle school.
300 $a 202 p.
500 $a Adviser: Stephanie Tatum.
500 $a Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2826.
502 $a Thesis (Ed.D.)--Dowling College, 2006.
520 $a School bullying, a form of peer aggression, has become an increasingly recognized issue as researchers, educators, parents and students have found it to be a major education, health and social problem and concern that can bring negative physical, emotional and developmental consequences. This study took place in a middle school in Long Island, New York. Through the use of an ethnographic approach, an attempt was made to investigate the feelings, beliefs and perceptions of students and adults regarding bullying behavior at their school: what kind of bullying takes place, who are the victims and the bullies, and what causes certain students to become victims of bullying? In addition, how victims and teachers believe bullying behavior is responded to by the school was examined. Seven adults at the school including teachers, administrators and counselors were interviewed as well as eleven students, four victims, four non-victims and three bullies.
520 $a Physical, verbal, relational and cyber-bullying all exist at the middle school level and relational and cyber-bullying are the most difficult for school officials to identify and to stop. Students who are different in terms of appearance, abilities and behavior were generally seen as those most likely to be victims. Bullies were students that most often were identified as peers who were popular and/or athletes. The causes of victimization also focused on the same kinds of differences between peers. A lack of social ability and skills, such as making appropriate responses in social situations, leads to victims having fewer social connections with peers and non-acceptance by the popular and athletic students. The students who were seen as different and who had a limited social network may have great difficulty in breaking out of the bullying cycle.
520 $a The middle school climate was viewed by some respondents as one that tolerates bullying. Teachers were not always aware of the bullying that occurred or committed to efforts to react to what was seen. Disciplinary and educational efforts aimed at responding and reducing the bullying was seen as ineffective by several of the participants. Student victims and non-victims were often unwilling to disclose the bullying they experienced for fear of repercussions by the bully and many of the students held the belief that the school leadership did not care or that teacher and administrator response would not help.
520 $a Recommendations for strategies to reduce and prevent bullying at the middle school include an intensified whole school approach that requires full commitment from all stake holders and focuses on ongoing education for adults in identifying and responding to bullying; more effective programs for students including specific social skill training that are part of the school curriculum; and more effective disciplinary efforts. Recommendations for further study include exploring the role of student athletes and popular students in bullying and in reducing peer aggression and the long-term impact of bullying on the different types of students: victims, non-victims and bullies.
590 $a School code: 1395.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Guidance and Counseling. $3 1017740
650 4 $a Education, Sociology of. $3 626654
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690 $a 0519
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710 2 $a Dowling College. $3 1020858
773 0 $t Dissertation Abstracts International $g 68-07A.
790 $a 1395
790 1 0 $a Tatum, Stephanie, $e advisor
791 $a Ed.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3272789