<p> Bullying behaviors among primary school-aged children are underreported, which communicates to the children that the issue is not important to the adults who should be promoting a safe and healthy environment. The purpose of this qualitative, hermeneutic phenomenological study was to explore the perceptions and lived experiences of a purposeful sample of 15 fourth- and fifth-grade elementary teachers concerning the possible effect of Bernstein’s Artful Learning™ Model strategies (an arts integration program) on bullying behaviors of fourth- and fifth-grade students at an arts magnate school. Face-to-face interviews were conducted with a purposive sample of 15 fourth- and fifth-grade teachers, using an interview guide with open-ended questions, about their perceptions of bullying at the research site and the effects of Bernstein’s Artful Learning™ model on bullying behaviors. The study results indicated use of the model has the potential to help deter bullying behaviors. Participants believed the model’s community-building component and strategies helped decrease bullying and aggressive behaviors. This study provides educational leaders with a demonstration the efficacy of an arts-integration program in deterring bullying behaviors among elementary students.</p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:3583324 |
| Date | 27 August 2014 |
| Creators | Maxwell, Ivy |
| Publisher | University of Phoenix |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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