國立虎尾科技大學 |

Kindergarten and First Grade Teachers' Perceptions of Bystander Bullying : = Resolution Strategies in Selected Picture Books.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Kindergarten and First Grade Teachers' Perceptions of Bystander Bullying :/
其他題名:	Resolution Strategies in Selected Picture Books.
作者:	Newman, Mary Lane.
面頁冊數:	1 online resource (81 pages)
附註:	Source: Masters Abstracts International, Volume: 82-12.
Contained By:	Masters Abstracts International82-12.
標題:	Educational sociology. -
電子資源:	click for full text (PQDT)
ISBN:	9798662592124

Kindergarten and First Grade Teachers' Perceptions of Bystander Bullying : = Resolution Strategies in Selected Picture Books.
Newman, Mary Lane.

Kindergarten and First Grade Teachers' Perceptions of Bystander Bullying :Resolution Strategies in Selected Picture Books. - 1 online resource (81 pages)

Source: Masters Abstracts International, Volume: 82-12.

Thesis (Ed.S.)--Brigham Young University, 2010.

Includes bibliographical references

Previous research suggests that most incidents of bullying occur in school settings. However, teachers are not always aware of bullying incidences and often do not intervene. As bullying has negative long-term consequences for the bully, victim, and bystander, it is important to identify effective ways to reduce this problem. Responding to incidents of bullying at school, bibliotherapy is a cost effective way to support students and teach coping strategies. Numerous bully-themed books model a variety of strategies to deter bullying. Because of their busy schedule and limited opportunities to review books, teachers may need assistance in identifying books that promote recommended strategies to deter incidents of bullying. This research investigated teachers' perceptions of bystander strategies in four selected bully-themed children's picture books. Selected books contained bystander responses to bullying. Participants included two kindergarten and two first-grade female teachers. Teachers read the four selected books with their classes. Afterward, the four teachers participated in a focus group to discuss outlined research questions. Additionally, teachers reviewed the Anti-Defamation League's recommended bystander strategies and rated the effectiveness of these strategies in reducing bullying. To assist young children in identifying with and understanding the story's message, focus group discussion emphasized the importance of selecting books with a straightforward storyline. Teachers reported enjoying using bibliotherapy and appreciated the power of a story to encourage student discussion about bullying. They also suggested that selected books should contain story characters that model appropriate strategies to deter bullying. In regard to their young students, teachers rated two strategies as most effective in deterring bullying: (a) encouraging the bystander to go with the victim to tell an adult and (b) telling the bully to stop. Summarizing information from the focus group and based on teachers' responses to a short questionnaire, suggestions are made to assist kindergarten and first-grade teachers in selecting books on the topic of bullying and sharing these books with their classes.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798662592124Subjects--Topical Terms:

555555
Educational sociology.
Subjects--Index Terms:

Teacher perceptionIndex Terms--Genre/Form:

554714
Electronic books.

Kindergarten and First Grade Teachers' Perceptions of Bystander Bullying : = Resolution Strategies in Selected Picture Books.
LDR:03617ntm a22003977 4500 001 1144428
005 20240611104224.5
006 m o d
007 cr mn ---uuuuu
008 250605s2010 xx obm 000 0 eng d
020 $a 9798662592124
035 $a (MiAaPQ)AAI28111068
035 $a (MiAaPQ)BrighamYoung3295
035 $a AAI28111068
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Newman, Mary Lane. $3 1469440
245 1 0 $a Kindergarten and First Grade Teachers' Perceptions of Bystander Bullying : $b Resolution Strategies in Selected Picture Books.
264 0 $c 2010
300 $a 1 online resource (81 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Masters Abstracts International, Volume: 82-12.
502 $a Thesis (Ed.S.)--Brigham Young University, 2010.
504 $a Includes bibliographical references
520 $a Previous research suggests that most incidents of bullying occur in school settings. However, teachers are not always aware of bullying incidences and often do not intervene. As bullying has negative long-term consequences for the bully, victim, and bystander, it is important to identify effective ways to reduce this problem. Responding to incidents of bullying at school, bibliotherapy is a cost effective way to support students and teach coping strategies. Numerous bully-themed books model a variety of strategies to deter bullying. Because of their busy schedule and limited opportunities to review books, teachers may need assistance in identifying books that promote recommended strategies to deter incidents of bullying. This research investigated teachers' perceptions of bystander strategies in four selected bully-themed children's picture books. Selected books contained bystander responses to bullying. Participants included two kindergarten and two first-grade female teachers. Teachers read the four selected books with their classes. Afterward, the four teachers participated in a focus group to discuss outlined research questions. Additionally, teachers reviewed the Anti-Defamation League's recommended bystander strategies and rated the effectiveness of these strategies in reducing bullying. To assist young children in identifying with and understanding the story's message, focus group discussion emphasized the importance of selecting books with a straightforward storyline. Teachers reported enjoying using bibliotherapy and appreciated the power of a story to encourage student discussion about bullying. They also suggested that selected books should contain story characters that model appropriate strategies to deter bullying. In regard to their young students, teachers rated two strategies as most effective in deterring bullying: (a) encouraging the bystander to go with the victim to tell an adult and (b) telling the bully to stop. Summarizing information from the focus group and based on teachers' responses to a short questionnaire, suggestions are made to assist kindergarten and first-grade teachers in selecting books on the topic of bullying and sharing these books with their classes.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Educational sociology. $3 555555
650 4 $a Literature. $3 557269
650 4 $a Educational psychology. $3 555103
650 4 $a Elementary education. $3 1148439
653 $a Teacher perception
653 $a Bystander bullying
653 $a Resolution strategy
653 $a Picture book
655 7 $a Electronic books. $2 local $3 554714
690 $a 0401
690 $a 0525
690 $a 0524
690 $a 0340
710 2 $a Brigham Young University. $3 1187870
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Masters Abstracts International $g 82-12.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28111068 $z click for full text (PQDT)