NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ856867
Record Type: Journal
Publication Date: 2009
Pages: 23
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: ISSN-1538-8220
Teacher Responses to Bullying: Self-Reports from the Front Line
Marshall, Megan L.; Varjas, Kris; Meyers, Joel; Graybill, Emily C.; Skoczylas, Rebecca B.
Journal of School Violence, v8 n2 p136-158 2009
School climate research emphasizes the critical role teachers play in providing safe and supportive environments for students to learn. Despite numerous negative physical and mental health consequences related to bullying in schools, research investigating teachers' responses to reduce bullying is scarce. Individual in-depth interviews were conducted with 30 fourth through eighth grade teachers to determine their perceptions, experiences, and self-reported responses to address bullying. Results yielded a two dimensional model representing four response types: constructive-direct, constructive-indirect, punitive-direct, and punitive-indirect responses. Implications for this innovative model of teacher responses to bullying and future research agendas are discussed. (Contains 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Grade 5; Grade 6; Grade 7; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A