Teacher perceptions and practices regarding school bullying prevention.(Research Papers): An article from: Journal of School Health
Book Details
PublisherAmerican School Health Association
ISBN / ASINB0008GDIBO
ISBN-13978B0008GDIB8
AvailabilityAvailable for download now
Sales Rank10,237,570
MarketplaceUnited States 🇺🇸
Description
This digital document is an article from Journal of School Health, published by American School Health Association on November 1, 2003. The length of the article is 7061 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.
From the author: This study examined a national random sample of teachers regarding their perceptions and practices concerning school bullying prevention activities. A total of 359 of 700 (52.4%) teachers responded. Most (86.3%) teachers had serious talks with both the bully and victim. Less than one-third set aside classroom time to discuss bullying (31.7%) or involved students in creating classroom rules against bullying (31.2%). Most perceived no barriers to implementing these activities. Teachers perceived post-bullying activities as the most effective means of reducing bullying problems, followed by improved student supervision, and by environmental bullying prevention activities. The findings suggest that preprofessional and continuing education are needed to improve teacher knowledge about effective classroom-based bullying prevention activities.
Citation Details
Title: Teacher perceptions and practices regarding school bullying prevention.(Research Papers)
Author: Joseph A. Dake
Publication:Journal of School Health (Refereed)
Date: November 1, 2003
Publisher: American School Health Association
Volume: 73 Issue: 9 Page: 347(9)
Distributed by Thomson Gale
From the author: This study examined a national random sample of teachers regarding their perceptions and practices concerning school bullying prevention activities. A total of 359 of 700 (52.4%) teachers responded. Most (86.3%) teachers had serious talks with both the bully and victim. Less than one-third set aside classroom time to discuss bullying (31.7%) or involved students in creating classroom rules against bullying (31.2%). Most perceived no barriers to implementing these activities. Teachers perceived post-bullying activities as the most effective means of reducing bullying problems, followed by improved student supervision, and by environmental bullying prevention activities. The findings suggest that preprofessional and continuing education are needed to improve teacher knowledge about effective classroom-based bullying prevention activities.
Citation Details
Title: Teacher perceptions and practices regarding school bullying prevention.(Research Papers)
Author: Joseph A. Dake
Publication:Journal of School Health (Refereed)
Date: November 1, 2003
Publisher: American School Health Association
Volume: 73 Issue: 9 Page: 347(9)
Distributed by Thomson Gale
