An Effort to Improve Teacher Perceptions and Knowledge of Cyberbullying: A Pre-Post Assessment

Autor/in	Nesshengel-Hopp, Marleny T.
Titel	An Effort to Improve Teacher Perceptions and Knowledge of Cyberbullying: A Pre-Post Assessment
Quelle	(2017), (147 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Phoenix
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3555-0525-2
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; Teacher Characteristics; Computer Mediated Communication; Bullying; Pretests Posttests; Research Design; Secondary School Teachers; Video Technology; Intervention; Inservice Teacher Education; School Policy; Arizona + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Computerkonferenz; Mobbing; Forschungsdesign; Lehrerfortbildung; Schulpolitik
Abstract	Cyberbullying is a growing concern, confounded by the limited training resources available for teachers. The problem undertaken in this study was determining the most effective way to teach teachers about cyberbullying given the limited 1-hour time constraint of a typical school in-service activity. Using a pre-test, post-test experimental research design, 31 teachers at a rural, Arizona high school were randomly divided into written and video intervention groups, obtaining general information about their experience with and school policy about cyberbullying while affording an opportunity to determine which intervention was most effective in increasing cyberbullying awareness and knowledge. While there was no confident assertion of the alternative hypothesis that a 1-hour in-service training can improve teacher knowledge about cyberbullying (p = 0.75), there was a highly significant improvement in knowledge that girls are the primary perpetrators of cyberbullying, p = 0.008, suggesting at least partial support for H1[subscript a] and a new awareness of teacher knowledge. While other knowledge gains were minimal, the video training intervention was more effective than the written training intervention, p = 0.019, suggesting that although written materials can be easily distributed and referred to later, the video intervention offers the most promise for the district. Future and ongoing efforts to increase cyberbullying awareness and knowledge among faculty in the district are warranted, given only 29% of participants indicated receipt of cyberbullying training within the prior year, with teachers seldom reporting cyberbullying incidents (Q21, M = 2.97), despite 64.5% concurrence that the school had at least somewhat defined (Q24, M = 2.32) school policies. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01