Teacher Responses to Bullying: Self-Reports from the Front Line

Autor/inn/en	Marshall, Megan L.; Varjas, Kris; Meyers, Joel; Graybill, Emily C.; Skoczylas, Rebecca B.
Titel	Teacher Responses to Bullying: Self-Reports from the Front Line
Quelle	In: Journal of School Violence, 8 (2009) 2, S.136-158 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-8220
Schlagwörter	Bullying; Mental Health; Grade 8; Teacher Attitudes; Teacher Role; Interviews; Grade 4; Grade 5; Grade 6; Grade 7; Educational Environment; Discipline; Elementary Schools; Middle Schools; Classroom Techniques; Student Behavior + Suchen Sie Ihr Suchwort? Mobbing; Psychohygiene; School year 08; 8. Schuljahr; Schuljahr 08; Lehrerverhalten; Lehrerrolle; Interviewing; Interviewtechnik; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Disziplin; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; Klassenführung; Student behaviour; Schülerverhalten
Abstract	School climate research emphasizes the critical role teachers play in providing safe and supportive environments for students to learn. Despite numerous negative physical and mental health consequences related to bullying in schools, research investigating teachers' responses to reduce bullying is scarce. Individual in-depth interviews were conducted with 30 fourth through eighth grade teachers to determine their perceptions, experiences, and self-reported responses to address bullying. Results yielded a two dimensional model representing four response types: constructive-direct, constructive-indirect, punitive-direct, and punitive-indirect responses. Implications for this innovative model of teacher responses to bullying and future research agendas are discussed. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10