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.
|Commitee:||Coleman, Prentiss, Johnson, Karen|
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 75/10(E), Dissertation Abstracts International|
|Subjects:||Art education, Educational leadership, Elementary education, Educational psychology|
|Keywords:||Aggressive behavior, Arts integration, Bully prevention, Bullying roles, Deterring bullying behaviors, School climate|
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