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ERIC Number: ED546866
Record Type: Non-Journal
Publication Date: 2014-Apr
Pages: 286
Abstractor: As Provided
Reference Count: 98
ISBN: N/A
ISSN: N/A
School Psychologists' Experiences with Teacher-to-Student Mistreatment
Lyles, Sharon R. Brown
Online Submission, Ed.D. Dissertation, Liberty University
The purpose of this qualitative, transcendental, phenomenological study was to describe school psychologists' experiences with teacher-to-student mistreatment in the Pre-Kindergarten through Grade 12 educational setting. There are few United States studies presented in the literature on the topic of teacher-to-student mistreatment and its significant negative impact on students from either the teacher or student viewpoint, but no research has been conducted on this issue from the school psychologist's perspective. The central research question addressed by the study was this: What are school psychologists' experiences with teacher-to-student mistreatment? Members of the Virginia Academy of School Psychologists (VASP) and Virginia school psychologists, as identified by the Virginia Department of Education (VADOE), were invited to complete an initial online survey. Of the 139 school psychologists who responded to the survey, six were interviewed and engaged in an online discussion forum for member-checking, follow-up, and feedback purposes. The study indicated that 74.8% (n = 89) of school psychologists acknowledged that teacher-to-student mistreatment exists in the school environment. School psychologists' position is that teacher-to-student mistreatment is ethically and morally inappropriate, and the repercussions can be enduring for the student. The impact of teacher-to-student mistreatment increased the advocacy, collaboration, and consultation duties on the role of a school psychologist. School psychologists expressed a desire to be a preventative, proactive link that encourages early intervention between teachers, students, parents, and administrators. The following are appended: (1) Institutional Review Board Approval Letter; (2) Cover Letter; (3) Consent Form; (4) Survey Questions; (5) Follow-up Email (Two-week reminder); (6) Demographic Questionnaire for Interview; (7) Informed Consent Form for Interview/Discussion Forum participants; (8) Interview Guide - Interview Questions; (9) Online Discussion Forum Questions; (10) Expert Review and Pilot Test Protocol; (11) Selection of Results from Open-Ended Survey Questions; (12) Procedures for the Gift Card Giveaway; (13) Interview Transcript Selections; (14) Online Discussion Forum Transcript Selections; (15) Themes by Research Question; (16) Themes by Data Sources; (17) Audit Trail/Timeline/Researcher Reflection Selections; (18) Permission from VASP; (19) Permission from VADOE; and (20) Research Question Findings.
Publication Type: Dissertations/Theses - Doctoral Dissertations; Tests/Questionnaires
Education Level: Preschool Education; Early Childhood Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia