MARC 主機 00000nam a2200385   4500 
001    AAI3550949 
005    20140701144633.5 
008    140701s2012    ||||||||||||||||| ||eng d 
020    9781267883582 
035    (MiAaPQ)AAI3550949 
040    MiAaPQ|cMiAaPQ 
100 1  Snakenborg, John Brian 
245 10 Understanding How Schools Respond to Cyberbullying 
300    176 p 
500    Source: Dissertation Abstracts International, Volume: 74-
       05(E), Section: A 
500    Adviser: Richard Van Acker 
502    Thesis (Ph.D.)--University of Illinois at Chicago, 2012 
520    A representative sample of approximately 2,000 public 
       school principals in the Midwestern United States were 
       surveyed about school policies and practices to prevent 
       cyberbullying. They were also asked to interpret whether 
       incidents involving problematic Internet and cell phone 
       experiences of students were examples of cyberbullying. 
       They also provided a typical disciplinary response to 
       various incidents of cyberbullying 
520    There were several interesting findings, including the 
       fact that more than 60% of school officials do not use a 
       specific curriculum or program to address bullying in 
       their schools. Approximately 25% of respondents indicated 
       that there had not been a single instance of bullying in 
       their school in the past month and approximately 50% said 
       that there had not been a single instance of cyberbullying
       in their school in the past month. Previous research has 
       indicated that school staff tends to underestimate student
       victimization, which may be the case here. It was also 
       found that, while there is no lack of technology available
       for student use, 44% of school officials reported that 
       they did not have a full-time staff member dedicated to 
       technology use and instruction 
520    Data were analyzed to uncover differences in 
       interpretations of incidents involving aggression and the 
       use of technology based on respondent school level and 
       gender. School officials from elementary schools were more
       likely to endorse any act of cyber-aggression as an act of
       cyberbullying. Ratings of incidents indicate that a 
       continuum of examples and non-examples of cyberbullying 
       can be established, although there do appear to be 
       contradictions in how school officials define 
       cyberbullying. Differences were found in interpretation of
       incidents based on respondent school level and respondent 
520    Data also were analyzed to uncover differences in the 
       selection of a disciplinary response to acts of 
       cyberbullying based on respondent school level and gender.
       Elementary and middle school officials selected suspension
       as a disciplinary response more often than expected. Male 
       respondents more often chose disciplinary responses that 
       were less punitive compared to female respondents. These 
       differences need to be examined further, to understand the
       role of school context and respondent gender on 
       interpretation of and response to aggression 
590    School code: 0799 
650  4 Education, Special 
650  4 Education, Administration 
650  4 Education, Policy 
690    0529 
690    0514 
690    0458 
710 2  University of Illinois at Chicago.|bSpecial Education 
773 0  |tDissertation Abstracts International|g74-05A(E) 
856 40 |u