The Role of School Context in Implementing a Statewide Anti-Bullying Policy and Protecting Students

Autor/inn/en	Hall, William J.; Chapman, Mimi V.
Titel	The Role of School Context in Implementing a Statewide Anti-Bullying Policy and Protecting Students
Quelle	In: Educational Policy, 32 (2018) 4, S.507-539 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904816637689
Schlagwörter	School Policy; Bullying; Barriers; Program Implementation; Educational Environment; Context Effect; Teacher Attitudes; Administrator Attitudes; Fidelity; Teacher Role; Elementary Schools; High Schools; School Size; Suspension; Incidence; Correlation; Hypothesis Testing; Surveys; Middle Schools; Coding; Scores; Racial Differences; Gender Differences; Statistical Analysis; North Carolina + Suchen Sie Ihr Suchwort? Schulpolitik; Mobbing; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerverhalten; Lehrerrolle; Elementary school; Grundschule; Volksschule; High school; Oberschule; Ausschluss; Schulausschluss; Vorkommen; Korrelation; Hypothesenprüfung; Hypothesentest; Survey; Umfrage; Befragung; Middle school; Mittelschule; Mittelstufenschule; Codierung; Programmierung; Rassenunterschied; Geschlechterkonflikt; Statistische Analyse
Abstract	Bullying is a significant problem in U.S. schools. Policies have been developed to reduce bullying, yet policy implementation by educators is an essential yet difficult and complex process. Few studies have investigated factors that act as barriers to or facilitators of bullying policy implementation and teacher protection of students. This study examined the influence of school context on educators' capacity to implement a statewide bullying law and protect students from bullying following the enactment of the policy. Data were collected from 505 educators in 324 schools. School administrators tended to rate fidelity of policy implementation and teacher protection of students higher than teachers, education support professionals, and student service professionals. Policy implementation fidelity scores were higher in high schools than elementary schools. School size and the prevalence of student suspensions were inversely related to implementation fidelity. Higher levels of teacher protection were reported in elementary schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01