A Case Study of Private Middle School Principals' and Parents' Perceptions of Student Bullying

Autor/in	Taylor, David
Titel	A Case Study of Private Middle School Principals' and Parents' Perceptions of Student Bullying
Quelle	(2013), (235 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2679-9760-9
Schlagwörter	Hochschulschrift; Dissertation; Bullying; Parent Attitudes; Principals; Attitude Measures; Administrator Attitudes; Middle Schools; Middle School Students; Case Studies; Qualitative Research; Private Schools; Suburban Schools; Interviews; Focus Groups; Documentation; Comparative Analysis; Peer Relationship; Student Behavior; Knowledge Level; Educational Environment; Georgia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mobbing; Elternverhalten; Principal; Schulleiter; Middle school; Mittelschule; Mittelstufenschule; Middle schools; Student; Students; Schüler; Schülerin; Case study; Fallstudie; Case Study; Qualitative Forschung; Private school; Privatschule; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Interviewing; Interviewtechnik; Dokumentation; Peer-Beziehungen; Student behaviour; Schülerverhalten; Wissensbasis; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Student bullying is an ongoing educational, social, and public health phenomenon facing countless students, parents, and educators. Educators and parents are challenged with distinguishing student bullying from normal student conflict. The purpose of this qualitative multiple case study was to compare private middle school principals' and middle school parents' perceptions of bullying in 3 private suburban schools in Georgia. The conceptual framework of the study was the work of Maslow's hierarchy of needs for individual safety and security. Research questions focused on perceptions of student bullying. Data were collected using 3 middle school principal interviews, 2 middle school parent focus groups, and documentation from 6 parent-student handbooks. A constant comparison of data strategy was used, including a comparison analysis with the accepted benchmark definition of student bullying. Triangulation of data and member checking of principal interviews were used to ensure validity. The findings suggested that principals and parents of private schools have a greater understanding of student conflict than they do of bullying and would benefit from a community-based symposium focused on the differences between student bullying and normal student conflict. Such a gathering could synchronize perceptions of parents and educators when faced with bullying within the educational environment. The implications for positive social change from this research include a better understanding of bullying and student conflict, its harm on and stigma for the victim and perpetrator, and the potential to minimize its negative influences within the local school community. [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