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ERIC Number: ED568877
Record Type: Non-Journal
Publication Date: 2016-Oct
Pages: 21
Abstractor: As Provided
Reference Count: 40
Improving the School Context of Early Adolescence through Teacher Attunement to Victimization: Effects on School Belonging
Norwalk, Kate E.; Hamm, Jill V.; Farmer, Thomas W.; Barnes, Kathryn L.
Grantee Submission, Journal of Early Adolescence v36 n7 p989-1009 Oct 2016
The present study examined the effects of teacher attunement to victimization on student perceptions of the bullying culture of their schools as a means of fostering a sense of belonging among early adolescents. Participants (n = 1,264) in sixth grade reported on the frequency that they had been bullied, and teachers were asked to report students who were "picked on." Teacher attunement represented the correspondence between self-identified and teacher-identified victims. Attunement at the beginning of the school year was related to positive changes in student reports that their peers would intervene in bullying; in turn, sense of belonging was greater when students perceived that their peers would intervene in bullying. Teacher attunement was indirectly related to greater belonging through its impact on student perceptions of the bullying context. [This article was published in "Journal of Early Adolescence," v36 n7 p989-1009 Oct 2016 (EJ1112554).]
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
IES Funded: Yes
IES Grant or Contract Numbers: R305A04056|T32HD07376