Studies indicate that bullying is highly prevalent in classrooms today and that bullying has negative consequences on self-esteem, motivation and learning. Administrators understand the seriousness of bullying and agree that prevention programs should be implemented. Studies have been conducted on how to prevent bullying using school-wide inclusion programs but no studies have currently been conducted regarding one teacher’s attempt at providing a safe learning environment using these resources. As well, no current studies have confirmed which separate elements of these approaches can offer an educator success.
The researcher will study this particular phenomenon by observing and reviewing all of the complexities of child behavior. A mixed methods study will be conducted that combines elements of qualitative and quantitative research that studies one teacher throughout the entire school year. The focus of this study will be on bullying as it occurs in a natural setting.
A case study will be used in which implementation of structure and support and the Owleus Prevention Program will be reviewed. The information from this study will provide insights regarding how student’s behavior changes over time during and after the study. This research will seek to explore whether or not one teacher can make a difference and it will decipher which modifications decrease bullying in the classroom.
All participants will be exposed to elements of structure, support and the Owleus Prevention program and the effects regarding whether or not bullying decreases will be reviewed. Students who fit certain criteria will be arranged in nominal groups. These clusters will include labels such as bullies, victims or bystanders. Each grouping will be reviewed independently to see if these collections still exist at the end of the observation.
The researcher will conduct observations as a relative outsider. This will allow flexibility if unforeseen data were to surface. If this were to occur, the outsider will be able to look at the situation objectively and change any aspects of the study that need to be updated. The researcher will pay close attention to what is important and ignore any unnecessary observations.
In this study, structure is defined as the degree by which schools consistently and fairly enforce rules. The goal is to maintain sufficient order that is conducive to learning. When deciding the level of structure necessary, an equal balance is imperative because classrooms that are too permissive run the risk of disorder while classrooms that are too strict can receive antagonistic responses by students seeking autonomy. The student perception of structure will be an important factor in this study. Research suggests that clarity, fairness and a firm understanding of consequences will lead to better behavior. These generalizations have shown to be supported among diverse groups of people and among children from low...