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The Implementation of the Anti-Bullying Bill of Rights Act : = New Jersey High School Educators' Perceptions.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Implementation of the Anti-Bullying Bill of Rights Act :/
其他題名:	New Jersey High School Educators' Perceptions.
作者:	Zaremba, Stacey Lee.
面頁冊數:	1 online resource (162 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: B.
Contained By:	Dissertation Abstracts International79-01B(E).
標題:	Counseling Psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9780355155440

The Implementation of the Anti-Bullying Bill of Rights Act : = New Jersey High School Educators' Perceptions.
Zaremba, Stacey Lee.

The Implementation of the Anti-Bullying Bill of Rights Act :New Jersey High School Educators' Perceptions. - 1 online resource (162 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: B.

Thesis (Ph.D.)

Includes bibliographical references

New Jersey's high school teachers have many responsibilities to their students: they must educate them, work to mold their strength of character, and protect them from harming each other. The Anti-Bullying Bill of Rights Act (ABR), legally fortified these goals by protecting students from harassment, intimidation, and bullying (HIB), at the state level. Previous research has indicated that incident rates for these negative behaviors are growing globally. This reality has driven the need for intervention and prevention programming; however, few instances of successful implementation exist. An important gap remains in the current literature, as there is still a need to understand the teachers' perceptions of their role as the frontline defenders of antibullying policies. The primary area of focus for this qualitative study was on the challenges and supports encountered by teachers responsible for implementing their high school's antibullying program. Information was gathered using a phenomenological design through semistructured, one-on-one interviews of 12 high school educators from three unique school districts. Lived experiences were interpreted using Espelage and Swearer's social-ecological system framework and Darley and Latane's bystander theory framework. The findings from this study gave voice to those responsible for implementing the ABR. Significant findings included policies that require reactive interactions with students where proactive measures would have been prefered, a lack of top-down communication, and ineffective prevention and intervention program training materials. An impetus for implementing policy change was established, and the potential for social change was welcomed through a move toward proactive measures in the school setting.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355155440Subjects--Topical Terms:

1179619
Counseling Psychology.
Index Terms--Genre/Form:

554714
Electronic books.

The Implementation of the Anti-Bullying Bill of Rights Act : = New Jersey High School Educators' Perceptions.
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