Thesis (M.A.) in Communication--University of Maine, 2004. / Includes vita. Includes bibliographical references (leaves134-146).

Thesis (Ed.D.)--Baylor University, 2005. / Includes bibliographical references (p. 139-142).

Thesis (Ed. D.)--Illinois State University, 2006. / Title from title page screen, viewed on April 27, 2007. Dissertation Committee: Patricia H. Klass (chair), Elizabeth T. Lugg, Joseph Pacha, Thomas Ellsworth. Includes bibliographical references (leaves 100-105) and abstract. Also available in print.

The purpose of this qualitative study is to identify the perceptions of Tennessee’s high school principals and school resource officers as to their roles and responsibilities during a school security crisis. Four thematic elements are discussed as existing among principals and school resource officers. Those thematic elements include relationships, school environment, roles, and obstacles between both groups. Previous research has examined an array of school security issues, but few have delved into this specific topic. Such knowledge is essential for the citizenry to maximize efforts of protecting students attending public schools.

Thesis (Ph. D.)--University of Oregon, 2001. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 222-231). Also available for download via the World Wide Web; free to University of Oregon users.

M. Tech. Education / This ethnographic study investigated the nature of bullying in selected primary schools in the Pretoria inner city as experienced by learners, parents, teachers and principals. A review of the existing literature formed the basis for the offered description of the phenomenon. The work examined concise definitions of bullying, including the existence of bullying, the effects of bullying, the perceptions of learners who are bullied, the frequency of bullying, the School Management Team's reaction to incidents of bullying, the school policy on bullying, teachers' experience of bullying of learners, the parents' experiences of bullying of their children and how other countries handle bullying. The research describes various forms of bullying, reasons for bullying, the effects of bullying and measures against bullying.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Social Work and Social Administration / Master / Master of Social Sciences

A surge of interest on bullying and violence has emerged as precursors for aggression become ominously present on a global level. There is growing evidence of these phenomena among school children· and anecdotal proof of their consequences. Despite frequent reporting of the same in the popular media little empirical research is available in the South African context. More specifically in the discipline of social work, the issue remains largely neglected. Social workers are considered to be well placed in their capacity-building, therapeutic and facilitative roles. If they are to provide holistic and inter-related services to learners both within and outside of the school, it is vital that they become familiar with the dynamics of this public health scourge. The thrust of this effort was to examine the nature and extent of bullying and violence in Durban South high schools, to glean childrens' lived experiences in this regard and to investigate the structural/procedural impediments to systematic, mandatory, school wide responses. A survey was conducted with 251 grade 8 and 9 learners, where quantitative data was obtained on a range of issues relating to the nature and extent of school bullying. Additionally, four key informants were interviewed and two focus groups were conducted with an average of 10 members in each group. Interviews and group sessions allowed for a more spontaneous, meaningful and in-depth account from educators and group members. In this way, contextually and culturally rich information was obtained. Focus groups were deemed to be valuable as learners possessed 'insider' knowledge of the school and shared emotions in a less threatening environment among their peers. The reporting of bullying and violence was concluded to be problematic as current school procedures are ad hoc. The frequency with which bullying occurred was reported as alarmingly high. There was overwhelming support for curriculum changes, the services of a social worker/counsellor and for more stringent punitive measures for bullies. Educators confirmed the need for social services and indicated that the school ethos has deteriorated considerably, with general disregard by learners for authority. Recommendations include the development of an anti-bullying school policy as well as comprehensive schooVcommunity efforts that monitor and address bullying and violence systematically. This study also recommends the integration of social and academic services in promoting learner well being. The recommendations are aimed toward extinguishing any notion that predatory or aggressive behaviour is normal, in the minds of youth. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Durban, 2007.

This thesis is an inquiry that examines how those who are marked different in school are also marked "wrong" and marginalized and how that marking often leads to bullying. It examines the significance that those markings have on those who are marked, on those who mark and on those who are witnesses. This is an analysis of bullying and a critique of an institution's response to bullying and its deleterious effects. The writing offers a connection between the particular and the universal. It tells of my personal experience while I was a teacher at a small town high school before, during and immediately after a violent incident that resulted in a death, against a backdrop feminist, critical, poststructural and postmodern theory, and academic dialogue that has helped me come to some understanding of the dominant discourses at play within this story. The writing is not merely the mode of telling the writing is the way to understanding, which must always precede the telling. Finally this thesis is a search for a healing home in which home-ness means a place open to being, rather than a place that defines the "right" way of being. / xii, 134 leaves : ill. ; 28 cm.