School Psychologists' Experiences with Teacher-to-Student Mistreatment

Autor/in	Lyles, Sharon R. Brown
Titel	School Psychologists' Experiences with Teacher-to-Student Mistreatment
Quelle	(2014), (286 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit Ed.D. Dissertation, Liberty University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; School Psychologists; Teacher Student Relationship; Experience; Qualitative Research; Phenomenology; Preschool Education; Elementary Secondary Education; Online Surveys; Interviews; Antisocial Behavior; Verbal Communication; Nonverbal Communication; Bullying; Teacher Behavior; Virginia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Teacher student relationships; Lehrer-Schüler-Beziehung; Erfahrung; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Pre-school education; Vorschulerziehung; Interviewing; Interviewtechnik; Non-verbal communication; Nonverbale Kommunikation; Mobbing; Teacher behaviour; Lehrerverhalten
Abstract	The purpose of this qualitative, transcendental, phenomenological study was to describe school psychologists' experiences with teacher-to-student mistreatment in the Pre-Kindergarten through Grade 12 educational setting. There are few United States studies presented in the literature on the topic of teacher-to-student mistreatment and its significant negative impact on students from either the teacher or student viewpoint, but no research has been conducted on this issue from the school psychologist's perspective. The central research question addressed by the study was this: What are school psychologists' experiences with teacher-to-student mistreatment? Members of the Virginia Academy of School Psychologists (VASP) and Virginia school psychologists, as identified by the Virginia Department of Education (VADOE), were invited to complete an initial online survey. Of the 139 school psychologists who responded to the survey, six were interviewed and engaged in an online discussion forum for member-checking, follow-up, and feedback purposes. The study indicated that 74.8% (n = 89) of school psychologists acknowledged that teacher-to-student mistreatment exists in the school environment. School psychologists' position is that teacher-to-student mistreatment is ethically and morally inappropriate, and the repercussions can be enduring for the student. The impact of teacher-to-student mistreatment increased the advocacy, collaboration, and consultation duties on the role of a school psychologist. School psychologists expressed a desire to be a preventative, proactive link that encourages early intervention between teachers, students, parents, and administrators. The following are appended: (1) Institutional Review Board Approval Letter; (2) Cover Letter; (3) Consent Form; (4) Survey Questions; (5) Follow-up Email (Two-week reminder); (6) Demographic Questionnaire for Interview; (7) Informed Consent Form for Interview/Discussion Forum participants; (8) Interview Guide - Interview Questions; (9) Online Discussion Forum Questions; (10) Expert Review and Pilot Test Protocol; (11) Selection of Results from Open-Ended Survey Questions; (12) Procedures for the Gift Card Giveaway; (13) Interview Transcript Selections; (14) Online Discussion Forum Transcript Selections; (15) Themes by Research Question; (16) Themes by Data Sources; (17) Audit Trail/Timeline/Researcher Reflection Selections; (18) Permission from VASP; (19) Permission from VADOE; and (20) Research Question Findings. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10