Note
Includes bibliography.
Member of
Contributors
Publisher
Florida Atlantic University
Date Issued
2014
EDTF Date Created
2014
Description
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 antibullying 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 characterisitcs of a bully, the locations of bullying, and the reasons why bullying occurs. The second theme (elementary school
anti-bullying curriculua) 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.
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 antibullying 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 characterisitcs of a bully, the locations of bullying, and the reasons why bullying occurs. The second theme (elementary school
anti-bullying curriculua) 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.
Language
Type
Form
Extent
184 p.
Subject (Topical)
Identifier
FA00004310
Additional Information
Includes bibliography.
Dissertation (Ph.D.)--Florida Atlantic University, 2014.
FAU Electronic Theses and Dissertations Collection
Date Backup
2014
Date Created Backup
2014
Date Text
2014
Date Created (EDTF)
2014
Date Issued (EDTF)
2014
Extension
FAU
FAU
IID
FA00004310
Organizations
Attributed name: Florida Atlantic University
Attributed name: College of Education
Attributed name: Department of Curriculum, Culture, and Educational Inquiry
Person Preferred Name
Moosai, Vikaash
author
Graduate College
Physical Description
application/pdf
184 p.
Title Plain
Elementary school teachers’ perceptions of bullying and antibullying curriculum: a qualitative case study
Use and Reproduction
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http://rightsstatements.org/vocab/InC/1.0/
Origin Information
2014
2014
Florida Atlantic University
Boca Raton, Fla.
Physical Location
Florida Atlantic University Libraries
Place
Boca Raton, Fla.
Sub Location
Digital Library
Title
Elementary school teachers’ perceptions of bullying and antibullying curriculum: a qualitative case study
Other Title Info
Elementary school teachers’ perceptions of bullying and antibullying curriculum: a qualitative case study