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dc.contributor.authorRhoda, Christine
dc.date.accessioned2013-03-26T18:57:24Z
dc.date.available2013-03-26T18:57:24Z
dc.date.issued2013-03-26
dc.identifier.urihttp://hdl.handle.net/10464/4229
dc.description.abstractThis qualitative case study explored elementary school teachers' lived experiences and perceptions surrounding the implementation of an antibullying program within the public school system. The purpose of this study was to share the individual stories of teachers who have implemented an antibullying initiative and how their journey into the bullying phenomenon changed their personal beliefs, their students, and their school climate. Five elementary school teachers (3 female, 2 male) from 5 different public schools in a southwestern region of Ontario completed 8 closed-ended questions and participated in l-on-l semistructured interviews. All 5 teachers had implemented the "Imagine ... A School Without Bullying" initiative or were involved with its predecessor the "Good Kid Sid" pilot project. The interviews were audiotaped and transcribed. The data were coded, and broad themes were reduced to a smaller number of topics where a more in-depth analysis occurred. Findings showed that reports of bullying existed at each of the schools. All 5 teachers felt their initiative was making a positive difference in their school; however this did not come without some resistance from staff. A common finding heard from all of their stories was the need for more time. Implications for antibullying initiatives are discussed, and advice to anyone beginning an antibullying initiative is offered by each of the 5 teachers involved in this study.en_US
dc.subjectBullying in schools - Ontario - Prevention.en_US
dc.subjectBullying - Ontario - Prevention.en_US
dc.titleLived Experiences: An Exploration of Teachers' Thoughts and Feelings While Implementing an Antibullying Initiativeen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US
dc.embargo.termsNoneen_US
refterms.dateFOA2021-08-08T01:47:37Z


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