scholarly journals Understanding Responses to Bullying From the Parent Perspective

2021 ◽  
Vol 6 ◽  
Author(s):  
Kristen L. Stives ◽  
David C. May ◽  
Michayla Mack ◽  
Cindy L. Bethel
Keyword(s):  
Parental Involvement ◽  
School Administrators ◽  
The United States ◽  
Bullying Prevention ◽  
Prevention Programming ◽  
Parent Perspective ◽  
Parental Experiences ◽  
Level Of Concern ◽  
Perceptions Of Bullying ◽  
Victims Of Bullying

Relatively little scholarly work addresses parental experiences with bullying in the United States. This lack of understanding about parental perceptions of bullying is a gap in both the scholarly research and the development of effective bullying prevention programming. This paper presents data from responses to a series of open-ended questions about perceptions of and experiences with bullying from 50 parents in a southeastern state. Parents self-reported their level of concern about bullying, their perceptions of why bullying occurs and the extent of bullying at their school, and their communication strategies with their children about bullying. Findings demonstrate that most parents 1) view bullying as problematic and are somewhat fearful of bullying affecting their child, 2) are confident their child is not telling them about all bullying situations they experience, and 3) are more than willing to approach school administrators when their children are victims of bullying. The findings suggest that parents remain concerned about bullying and its problematic nature, and efforts to encourage children to report bullying to adults are not entirely effective. Consequently, bullying prevention training will benefit from greater parental involvement with (and reinforcement of) bullying prevention strategies learned by children at school. Implications for policy and research are also discussed.

Democracy Now? Race, Education, and Black Self-Determination

2011 ◽  
Vol 113 (4) ◽  
pp. 811-830
Author(s):  
Adrienne D. Dixson
Keyword(s):  
Public Schools ◽  
Educational Equity ◽  
School Administrators ◽  
Research Question ◽  
Supreme Court Decision ◽  
The United States ◽  
Community Schools ◽  
Self Determination ◽  
Policy Makers ◽  
School Assignment

Background/Context The Supreme Court's June 2007 decision on the Parents Involved in Community Schools v. Seattle School District No.1 (PICS) provides an important context for school districts and educational policy makers as they consider the role of race in school assignment. The PICS decision has been described as essentially “undoing” the 1954 Supreme Court decision in the Brown v. Board of Education of Topeka case that ended de jure racial segregation. Purpose/Objective/Research Question/Focus of Study Given the rhetoric that education in the United States is the “great equalizer,” this conceptual article considers how the PICS decisions impact notions of educational equity and self-determination for African Americans. Research Design This article provides a conceptual analysis of the PICS decision and educational equity. Conclusions/Recommendations The author recommends that despite the PICS decision, school administrators and policy makers continue to consider how race impacts school assignment to ensure that public schools are democratic institutions that are racially and educationally equitable.

Disinformation is a rising security threat to the West

2021 ◽  
Keyword(s):  
Artificial Intelligence ◽  
Social Media ◽  
The United States ◽  
Step Change ◽  
Media Discourse ◽  
Security Threat ◽  
The West ◽  
Content Type ◽  
Synthetic Media ◽  
Victims Of Bullying

Significance Articles containing the bogus quotes were shared across social media globally. The case illustrates how disinformation is created and spread for malign influence, and its ease of entry into social media discourse, which makes it so difficult to untangle and counter. Impacts Political polarisation within the United States is impeding a 'whole of society' response. Russian and Chinese disinformation campaigns will claim the two nations are falsely accused victims of bullying by envious foes. Artificial intelligence-created synthetic media such as deepfakes will enable a step-change in the sophistication of 'infowars'.

scholarly journals I am smart, therefore I can: examining the relationship between IQ and self-efficacy across cultures

2011 ◽  
Vol 23 (3) ◽  
Author(s):  
Diomaris E.S. Jurecska ◽  
Chloe E. Lee ◽  
Kelly B.T. Chang ◽  
Elizabeth Sequeira
Keyword(s):  
United States ◽  
Central America ◽  
Self Efficacy ◽  
School Administrators ◽  
The United States ◽  
Female Students ◽  
Intellectual Abilities ◽  
The Us ◽  
Iq Scores ◽  
The Relationship

Abstract The purpose of this article is to examine the relationship between intelligence (IQ) and self-efficacy in children and adolescents living in the United States and Nicaragua. The sample consisted of 90 (46 male, 44 female) students (mean age=11.57 years, SD=3.0 years) referred by school administrators and faculty. United States (US) participants (n=27) resided in rural counties in the Northwest. The other group consisted of 63 students from Central America. A comparison between groups revealed that in the US, sample higher grades and IQ scores are typically associated with higher levels of self-efficacy. However in the Nicaraguan sample, both IQ scores and grades were not associated with self-efficacy, although age was correlated with self-efficacy. Results suggest that the construct of self-efficacy might change depending on whether one belongs to an individualistic or collectivistic society. Additionally, the effects of socioeconomic factors might influence perceived ability even more than intellectual abilities.

scholarly journals Policy Challenges for Administrators and Teacher Librarians in International Schools

2021 ◽  
Author(s):  
Artemida Kabashi
Keyword(s):  
Policy Development ◽  
Positive Impact ◽  
International Schools ◽  
School Administrators ◽  
School Setting ◽  
The United States ◽  
International School ◽  
Third Culture ◽  
School Librarians ◽  
Teacher Librarians

Policy development stands at the heart of running a successful library and having a positive impact on student literacy and overall achievement. This paper reports on the policy challenges that face librarians, teachers and school administrators in international schools, and provides the results of a case study from the Quality International School in Tirana, Albania. More over it provides a synthesis of the literature review on policy standards in international schools and the United States, and their impact on third world culture student achievement and success. Most of the achievements of students in international schools have more recently been studied under the scope of “third culture.” This paper, examines student access to policy and overall achievement within the context of “third culture” as a phenomenon. The paper also focuses on the importance of media selection, censorship, copyright and technology, as evidenced from interviews of school librarians, teachers and administrators at the Tirana International School. One of the central challenges in international schools remains the lack of centralized guidelines that support the institution’s library mission and vision. In order for libraries to thrive in an international school setting, communication at the onset of policy development between staff, teachers, librarian(s) and administrators is key.

When is it Ethical to Inform Administrators about Student Risk-Taking Behaviors? Perceptions of School Counselors

2012 ◽  
Vol 15 (3) ◽  
pp. 2156759X1201500 ◽  
Author(s):  
Michael S. Moyer ◽  
Jeremy R. Sullivan ◽  
David Growcock
Keyword(s):  
United States ◽  
School Counselors ◽  
Risk Taking ◽  
School Administrators ◽  
The United States ◽  
Student Risk ◽  
Risk Taking Behaviors ◽  
Perceptions Of School

School counselors from across the United States responded to a survey asking when they should break confidentiality and report student risk-taking behaviors to school administrators. Generally, counselors believed it to be more ethical to break confidentiality when the behaviors were directly observed (as opposed to reported by students) and when the behaviors occurred on school grounds during school hours. Results also suggest counselors were more willing to break confidentiality when their school had a written policy guiding their actions. All behaviors showed some variance among respondents, suggesting a lack of agreement regarding when it is appropriate to break confidentiality and report risk-taking behaviors to administrators. This article discusses implications and suggestions for school counselors.

Supporting elementary gifted learners during the COVID-19 pandemic: A survey of teaching practices

2021 ◽  
pp. 026142942110700
Author(s):  
Keri M. Guilbault ◽  
Kimberly McCormick
Keyword(s):  
Elementary School Teachers ◽  
School Administrators ◽  
The United States ◽  
Lessons Learned ◽  
Mixed Methods Study ◽  
School Closings ◽  
Gifted Learners ◽  
Elementary Gifted ◽  
Curriculum Specialists ◽  
One Year

The present mixed methods study aimed to understand the challenges faced by teachers of the gifted and how elementary gifted learners were supported and taught during the COVID-19 pandemic. A survey was administered to 310 elementary school teachers of the gifted across the United States between March and June 2021, one year after initial school closings. Focus groups were utilized to further explore how the COVID-19 pandemic impacted the work of teachers of the gifted in their schools. Educators shared lessons learned from this experience related to (a) a better understanding of how to utilize remote instruction, (b) reimagining the gifted education classroom, and (c) use of a variety of strategies to provide more student choice, differentiation, and individualized pace. Results from this study provide insights that can guide educators, curriculum specialists, and school administrators to improve online instruction for gifted learners in the future.

Preventing Bullying in Schools

2020 ◽  
pp. 338-354
Author(s):  
Amanda B. Nickerson ◽  
Timothy Parks
Keyword(s):  
Bullying Prevention ◽  
Targeted Prevention ◽  
Social Emotional ◽  
Bullying Prevention Programs ◽  
Recommendations For Practice ◽  
Perpetrators And Victims ◽  
Mental Wellness ◽  
Victims Of Bullying ◽  
Bullying In Schools

Bullying is a problem that can impact perpetrators, victims, and bystanders in terms of their mental illness and mental wellness. In this chapter, the authors first define bullying and summarize its impact. The emphasis of the chapter is on universal and targeted prevention of bullying in schools following a public health framework. The authors provide evidence for the effectiveness of bullying prevention programs and policies, as well as universal and targeted prevention approaches to teach and reinforce positive behavior and social-emotional skills. Targeted approaches for perpetrators and victims of bullying are described. These concepts are illustrated in a case study of a school district’s comprehensive approach to bullying prevention and intervention. The chapter concludes with a table of recommendations for practice.

scholarly journals Living and Teaching Internationally: Teachers Talk about Personal Experiences, Benefits, and Challenges

2020 ◽  
Vol 19 (1) ◽  
pp. 38-53
Author(s):  
Nelly Sierra Ospina ◽  
Sergio Lopera Medina
Keyword(s):  
Classroom Management ◽  
Cultural Awareness ◽  
School Administrators ◽  
The United States ◽  
Structured Interview ◽  
Study Data ◽  
Intercultural Development ◽  
Life Styles ◽  
Wide Range ◽  
The Impact

This study reports on the impact of international visiting faculty’s teaching experiences in the United States on their personal, professional, and intercultural development. It is based on the principles of qualitative research and can be described as a case study. Data collection involved a questionnaire, a written narrative, and a semi-structured interview with each of a number of teachers. Participants included a group of 22 visiting faculty. Three main categories, each of which can be subdivided into benefits and challenges, emerged from the analysis: intercultural matters, professional matters, and personal matters. A wide range of benefits was identified, suggesting that the participants adapted to new life styles, became more mature, obtained a deeper understanding of themselves, reaffirmed their own educational values and philosophies, raised cultural awareness, became more flexible, and developed attitudes that involved tolerance and respect. Conversely, visiting faculty reported that they faced challenges related to language barriers, interaction with native speakers, classroom management, lack of support from school administrators, and separation from family.

Parental Involvement among First- and Second-generation Latin Americans in the United States

2020 ◽  
pp. 0192513X2094855
Author(s):  
Karen Z. Kramer ◽  
Esra Şahin ◽  
Qiujie Gong
Keyword(s):  
United States ◽  
Parental Involvement ◽  
Latin American ◽  
Second Generation ◽  
The United States ◽  
Third Generation ◽  
American Time Use Survey ◽  
American Immigrant ◽  
Time Use Survey ◽  
First And Second Generation

Immigration to a host culture often involves significant changes in parenting norms and behaviors. The authors take an acculturation lens to explore parental involvement among different generations of Latin American immigrant families. It compares the quantity and type of parental involvement of first- and second-generation Latin American immigrants to that of parents who are at least a third generation in the United States while examining whether differences exist between mothers and fathers. Data from the 2003–2013 American Time Use Survey are used for our analyses, which finds differences between parenting behaviors of first-generation immigrants from Latin America and third-generation parents. Second-generation mothers were also found to be significantly different from third-generation mothers in almost every type of parental involvement, while second-generation Latin American fathers were similar to third-generation fathers in quantity and type of parental involvement.

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