Dissertation/Thesis Abstract

Teacher lived experiences: Effects of arts integration on deterring bullying behaviors in fourth- and fifth-grade students
by Maxwell, Ivy, Ed.D., University of Phoenix, 2014, 116; 3583324
Abstract (Summary)

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.

Indexing (document details)
Advisor: Marrapodi, Michael
Commitee: Coleman, Prentiss, Johnson, Karen
School: University of Phoenix
Department: Educational Leadership
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
Publication Number: 3583324
ISBN: 978-1-321-13177-2
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