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Peer victimization in elementary school: Teacher perspectives of bullying, its impact, and resolution.

机译：小学同龄人受害：教师对欺凌行为的影响，影响和解决方案。

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摘要

Peer victimization, a concern since the beginning of time, has historically been considered a rite of passage in learning to stand up for oneself. However, in the last 30 years, its negative effects on learning have become a pivotal issue in the design and format of social theories that support educators to user. Peer victimization is a challenging problem for teachers at all levels. The elementary level presents a proactive role for teachers as they work to prevent bullying. Not only does peer victimization interfere with the academic progress of the students, but it also potentially hinders their social, emotional, and behavioral development. This study presents the voices of 10 elementary school teachers in Texas. Their perceptions on peer victimization are revealed through Bandura's social cognitive theory and social programs such as R-time. The teacher-student relationship built upon positive social support was one of the six themes discovered. It is the hope of this study that educators can use the results to enhance their existing anti-bully goals. This multi-case study addresses the gaps in the literature on bullying. Investigating the naturalistic environment where teachers are on the front line addressing bullying within the lives of elementary students, their experiences, attitudes and beliefs may provide approaches to reduce bullying. Through in-depth, open-ended interviews with the teacher participants, the study captured experiences, attitudes, and beliefs that will help fill to in the gaps of the literature as described. Teachers are central to shaping the lives of their students.
机译：自从一开始就一直关注同辈受害，从历史上一直被认为是学会自立的通行仪式。但是，在过去的30年中，它对学习的负面影响已经成为支持教育者对用户的社会理论的设计和格式中的关键问题。同伴受害对于各级教师都是一个具有挑战性的问题。小学阶段为教师预防欺凌行为发挥了积极作用。同伴受害不仅会干扰学生的学习进度，而且还可能阻碍他们的社交，情感和行为发展。这项研究展示了德克萨斯州10位小学老师的声音。班杜拉的社会认知理论和R-time等社会计划揭示了他们对同伴受害的看法。建立在积极的社会支持上的师生关系是发现的六个主题之一。这项研究的希望是，教育工作者可以使用结果来增强他们现有的反欺凌目标。这项多案例研究解决了欺凌文献中的空白。调查教师在小学生生活中处于第一线的自然环境时，他们的经验，态度和信念可能提供减少欺凌的方法。通过与教师参与者的不限成员名额的深度访谈，该研究获得了经验，态度和信念，这些经验，态度和信念将有助于填补所描述的文献空白。老师对于塑造学生的生活至关重要。

著录项

  • 作者

    Gonzalez, Minerva A.;

  • 作者单位

    Capella University.;

  • 授予单位 Capella University.;
  • 学科 Education Educational Psychology.;Education Elementary.;Education Sociology of.
  • 学位 Ph.D.
  • 年度 2013
  • 页码 229 p.
  • 总页数 229
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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