Are Teacher and Principal Candidates Prepared to Address Student Cyberbullying?
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| Title: | Are Teacher and Principal Candidates Prepared to Address Student Cyberbullying? |
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| Language: | English |
| Authors: | Styron, Ronald A., Bonner, Jessica L., Styron, Jennifer L., Bridgeforth, James, Martin, Cecelia |
| Source: | Journal of At-Risk Issues. 2016 19(1):19-28. |
| Availability: | National Dropout Prevention Center/Network. Clemson University, 209 Martin Street, Clemson, SC 29631. Tel: 864-56-599; Fax: 864-656-0136; e-mail: ndpc@clemson.edu; Web site: http://www.dropoutprevention.org/ndpcdefault.htm |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Computer Mediated Communication, Bullying, Teacher Education, Administrator Education, Principals, Educational Practices, Educational Policy, Identification, Elementary Secondary Education, Incidence, Student Attitudes, Student Surveys, Best Practices, Familiarity, Statistical Analysis |
| ISSN: | 1098-1608 |
| Abstract: | The purpose of this study was to examine the preparation of teacher and principal candidates to address problems created in K-12 settings as a result of cyberbullying. Participants included teacher and principal preparation students. Findings indicated that respondents were familiar with the most common forms of cyberbullying and its impact on students, but only moderately aware of the extent that students initiated acts of cyberbullying and the appropriate responses. Recommendations for policy and practice included additional training regarding the identification of cyberbullying and its impact on students and the creation of modules pertaining to cyberbullying and digital citizenship inserted into courses that address the use of technology. |
| Abstractor: | As Provided |
| Number of References: | 35 |
| Entry Date: | 2016 |
| Accession Number: | EJ1104426 |
| Database: | ERIC |
| Abstract: | The purpose of this study was to examine the preparation of teacher and principal candidates to address problems created in K-12 settings as a result of cyberbullying. Participants included teacher and principal preparation students. Findings indicated that respondents were familiar with the most common forms of cyberbullying and its impact on students, but only moderately aware of the extent that students initiated acts of cyberbullying and the appropriate responses. Recommendations for policy and practice included additional training regarding the identification of cyberbullying and its impact on students and the creation of modules pertaining to cyberbullying and digital citizenship inserted into courses that address the use of technology. |
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| ISSN: | 1098-1608 |
