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ERIC Number: ED559475
Record Type: Non-Journal
Publication Date: 2013
Pages: 230
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3032-9561-4
Peer Victimization in Elementary School: Teacher Perspectives of Bullying, Its Impact, and Resolution
Gonzalez, Minerva A.
ProQuest LLC, Ph.D. Dissertation, Capella University
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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas