WWW.DISSERTATION.XLIBX.INFO
FREE ELECTRONIC LIBRARY - Dissertations, online materials
 
<< HOME
CONTACTS



Pages:   || 2 | 3 | 4 | 5 |   ...   | 41 |

«A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University April, 2014 SCHOOL ...»

-- [ Page 1 ] --

SCHOOL PSYCHOLOGISTS’ EXPERIENCES WITH

TEACHER-TO-STUDENT MISTREATMENT

by

Sharon R. Brown Lyles

Liberty University

A Dissertation Presented in Partial Fulfillment

Of the Requirements for the Degree

Doctor of Education

Liberty University

April, 2014

SCHOOL PSYCHOLOGISTS’ EXPERIENCES WITH

TEACHER-TO-STUDENT MISTREATMENT

by Sharon R. Brown Lyles A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University, Lynchburg, VA April, 2014

APPROVED BY:

Rita Schellenberg, Ph.D., Committee Chair Lucinda Spaulding, Ph.D., Committee Member Deborah Kipps-Vaughan, Psy.D., Committee Member Scott Watson, Ph.D., Associate Dean, Advanced Programs 2 

SCHOOL PSYCHOLOGISTS’ EXPERIENCES WITH

TEACHER-TO-STUDENT MISTREATMENT

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.

Keywords: school psychologist, teacher, student, mistreatment.

–  –  –

I would like to dedicate this work to my Lord and Savior, Jesus Christ, for blessing me with enduring strength, focus, motivation, and wisdom. What a journey it has been!

Through this process, my relationship with You has grown and I am eternally grateful for a better understanding of Your word including those written in Psalm 46:10, “Be still, and know that I am God.” To my loving husband, Billy; thank you for always being there for me, with unconditional love, patience, and understanding throughout this long journey. Without your kindness, encouragement, and generous support, I could not have succeeded.

To my awesome teacher-friend, Cristyl, and enduring ‘beach crew’ friends who kindly understood my absences from various social events, games, gatherings, and so on;

thank you for your timely answers to APA questions, prayers, and personal encouragement.

I am forever grateful to my family, friends, Dr. Schellenberg (Chair), Dr. Spaulding (Committee member), and Dr. Kipps-Vaughan (Committee member), for guidance and support in perseverance of this project!

Finally, to the memory of my sweet, little, baby dog Nicholas, who comforted me during this dissertation process as only a loyal companion could. Mamma loves you, Daddy loves you, and Jesus loves you. Rest in Peace.

Everything that was written in the past was written to teach me, so that through

endurance and the encouragement of the Scriptures I might have hope. Romans 15:4

–  –  –

Dedication

Table of Contents

List of Tables

List of Figures

List of Abbreviations

CHAPTER ONE: INTRODUCTION

Background

Situation to Self

Problem Statement

Purpose Statement

Significance of the Study

Research Questions

Research Plan

Delimitations

CHAPTER TWO: LITERATURE REVIEW

Introduction

Theoretical Framework

Review of the Literature

Summary

CHAPTER THREE: METHODOLOGY

Introduction

Design

–  –  –

Participants

Setting

The Researcher's Role

Data Collection

Data Analysis

Trustworthiness

Ethical Considerations

CHAPTER FOUR: FINDINGS

Introduction

Demographic Information

Interview/Discussion Forum Co-researcher Characteristics





Themes by Data Sources

Member Checking

Summary of Findings

CHAPTER FIVE: DISCUSSION

Introduction

Summary of the Study

Findings

Theoretical Implications

Relating Results to the Literature

Contributions to the Field of School Psychology

Limitations

–  –  –

Conclusion

REFERENCES

APPENDIX A

Institutional Review Board Approval Letter

APPENDIX B

Cover Letter

APPENDIX C

Informed Consent

APPENDIX D

Survey Questions

APPENDIX E

Follow-up Email (Two-week reminder)

APPENDIX F

Demographic Questionnaire for Interview

APPENDIX G

Informed Consent Form for Interview/Discussion Forum participants

APPENDIX H

Interview Guide - Interview Questions

APPENDIX I

Online Discussion Forum Questions

APPENDIX J

Expert Review and Pilot Test Protocol

–  –  –

Selection of Results from Open-Ended Survey Questions

APPENDIX L

Procedures for the Gift Card Giveaway

APPENDIX M

Interview Transcript Selections

APPENDIX N

Online Discussion Forum Transcript Selections

APPENDIX O

Themes by Research Question

APPENDIX P

Themes by Data Sources

APPENDIX Q

Audit Trail/Timeline/Researcher Reflection Selections

APPENDIX R

Permission from VASP

APPENDIX S

Permission from VADOE

APPENDIX T

Research Question Findings

–  –  –

Table 1: Survey Demographics……………………………………………….…….……63 Table 2: Interview/Discussion Forum Demographics.…..…………………..…..………68 Table 3: Interview Questions……………………………………………..………..…….81 Table 4: Themes by Data Sources....………………………………...…………....……103 Table 5: Themes by Research Question………………………………..………..……...247

–  –  –

Institutional Review Board (IRB) National Association of School Psychologists (NASP) Virginia Academy of School Psychologists (VASP) Virginia Department of Education (VADOE) Virginia Psychological Association (VPA)

–  –  –

Everyone has a personal story to tell about school discipline. Regardless if the PreKindergarten through Grade 12 experience was pleasant or not, every student has been exposed to various positive and negative methods of school discipline (Hyman, 1985). Some may speak of how a ruler was slapped on the open palm or knuckles as a punishment for wrong doing, or a paddle was swung in redirection of a student’s inappropriate actions. Even more students can describe an event where a teacher purposefully berated, cursed, made sarcastic comments, namecalled, or even humiliated a student in admonition of breaking classroom rules. Others may tell of willful inaction by the teacher in the form of denying or ignoring student requests. Past and present literature provides ample evidence of teachers “who isolated and excluded students from class and programs; did not allow students to go to the bathroom; threw objects at children; and screamed, humiliated and intimidated students” (Zerillo & Osterman, 2011, p. 249).

This research study did not address the saturated topics of school corporal punishment, physical abuse, or sexual abuse by teachers. Instead, the study focused on the phenomenon of verbal and nonverbal mistreatment of students by teachers, as observed by school psychologists who are educational specialists in the school environment. Although the majority of teachers are kindhearted and passionate about nurturing their students, the fact remains that the phenomenon under study still exists and is present in an unknown number of teachers, as evidenced through the teacher-student relationship. This phenomenon of mistreatment is academically, socially, and psychologically destructive to students (McEvoy, 2005; O'Connor, 2010; Ray, 2007; Split & Koomen, 2009; Twemlow, Fonagy, Sacco, & Brethour, 2006; Whitted & Dupper, 2008). This chapter provides background information relevant to the study, the problem and purpose statements, and significance of the study. The study’s research questions, research plan, and

–  –  –

Laws that govern school corporal punishment in the United States are clearly defined, differing in legislative detail within each of the fifty states and the District of Columbia (Lamping, 2011). Verbal abuse is not considered corporal punishment. The boundaries of verbal punishment or verbal abuse by educators as a school discipline technique are blurred.

Inappropriate verbal and nonverbal behaviors against students by teachers are broadly defined under each state’s board of education policies addressing conduct. The Commonwealth of Virginia’s Department of Education, Virginia Code 8VAC 20-22-690 states that a teacher’s license could be revoked due to “conduct with direct and detrimental effect on the health, welfare, discipline, or morale of students” (Commonwealth of Virginia, 2012, para. 1), but there is no explicit regulation that specifically addresses verbal or nonverbal abuse by educational staff. A discrepancy exists between intended written guidelines and reality. Documented in a position paper by the National Association of School Psychologists, it is explained that “there are some beliefs and principles regarding children’s rights and education that are not necessarily covered by statute” (2003, p. 1). The literature reveals some teachers continue to habitually use both spoken language and body language that is offensive, causes mental distress, and belittles students without repercussion (Brendgen, Wanner, Vitaro, Bukowski, & Tremblay, 2007;

Hyman & Perone, 1998; Hyman & Snook, 2001; Moon, Hays, & Blurton, 2009). Some intellectuals may question if verbal abuse by educators has increased as a direct result of the decrease or cessation of the use of physical, corporal punishment (Hyman & Snook, 1999).

The ultimate goal of discipline within the school environment is to encourage responsible behavior through discouraging misconduct by controlling a student’s inappropriate actions or

–  –  –

Whitted and Dupper (2008) stated, “although teachers and other adults have every right to maintain order and discipline in schools, they do not have the right to misuse their considerable power and authority in the name of maintaining discipline and control” (p. 339). Sometimes, the struggle to maintain order and discipline goes too far and crosses an invisible ethical and moral line.

An unspecified number of teachers consistently verbally and nonverbally mistreat students in a skewed effort to control noncompliant student behaviors through force and fear (Brendgen, Vitaro, & Wanner, 2006; Brendgen et al., 2007; Casarjian, 2000; Childers, 2009;

King & Janson, 2009; McEvoy, 2005; Moon et al., 2009; Nesbit & Philpott, 2002; Sharpe, 2011;

Twemlow et al., 2006; Whitted & Dupper, 2008; Zerillo & Osterman, 2011). Far too often, school administrators and other educators are aware of this toxic situation that repeatedly intersects the line, but it is rarely addressed, acknowledged, or corrected (Hyman & Snook, 1999;

King & Janson, 2009; McEachern, Aluede, & Kenny, 2008; McEvoy, 2005; Nesbit & Philpott, 2002; Twemlow et al., 2006; Whitted & Dupper, 2008). What remains is a mentality that promotes and encourages, through inaction, a type of “hidden trauma” (Twemlow et al., 2006, p.

187) in the hearts and minds of student victims. Instead of school discipline that follows ethical and moral standards, students often endure verbal disrespect, degradation of character, emotional instability, and reduced ability to learn (Allen, 2010; Brendgen et al., 2006; Brendgen et al., 2007; Hart, 1987; Hyman & Snook, 1999; McEvoy, 2005; Moon et al., 2009; Twemlow et al., 2006; Whitted & Dupper, 2008). These toxic patterns inflict social and psychological harm just as destructive as a teacher’s physical abuse (Brendgen et al., 2006; Gibbs, 2007; Hyman & Snook, 1999; McEvoy, 2005; Moon et al., 2009; Twemlow et al., 2006).

–  –  –

teacher’s communication skills have a large impact on the classroom management style.

Communication can be both verbal and nonverbal. Research shows that most communication is interpreted nonverbally through use of visual cues, gestures, and body language (Babad, 2009).



Pages:   || 2 | 3 | 4 | 5 |   ...   | 41 |


Similar works:

«US-China Education Review B 3 (2011) 354-363 Earlier title: US-China Education Review, ISSN 1548-6613 The Pedagogy of Critical Thinking: Object Design Implications for Improving Students’ Thoughtful Engagement Within E-learning Environment∗ Philip L. Balcaen University of British Columbia-Okanagan, Kelowna, Canada In this paper, the author described how a model of teaching critical thinking couples with the development of learning objects may help respond to broader calls for critical...»

«AL HARRINGTON: A LIFE OF GRATITUDE LSS 611 (LENGTH: 27:46) FIRST AIR DATE: 11/27/12 I m basically born in a grass shack. Literally? Literally. In this little village of Malaeimi. And then I get a shot to come here go to school, and then I go back to Samoa on a mission, and I see these kids carrying bundles of bananas and stuff to cook, and watching them. And I look at that, and I said, By the grace of God, that could be me. That could be me. But we were given a shot at it. We were given a shot...»

«THE MINSTER SCHOOL BEHAVIOUR POLICY School Lead: Deputy Head (Pastoral) Governor Lead: Chair of SD&P Committee Last reviewed June 2015 Approved June 2015 Date of next review June 2016 Signed by Chair of Governors or Chair of the SD&PC: _ Date: This policy has been written with due regard to the school internal equality assessment. Context of the policy The Minster School's behaviour policy takes into consideration a number of legislative and advisory publications. Specifically: • Education...»

«New York State Office of the State Comptroller Thomas P. DiNapoli Division of State Government Accountability Compliance With the Reimbursable Cost Manual State Education Department Dynamic Center Inc. Report 2014-S-3 December 2014 2014-S-3 Executive Summary Purpose To determine whether the costs submitted by Dynamic Center Inc. on its Consolidated Fiscal Report were properly calculated, adequately documented, and allowable under the State Education Department’s guidelines, including the...»

«Chemický ústav Slovenskej akadémie vied SPRÁVA O ČINNOSTI ZA ROK 2014 Bratislava január 2015 Obsah osnovy Správy o činnosti Chemického ústavu SAV za rok 2014 1. Základné údaje o organizácii 1 2. Vedecká činnosť 3 3. Doktorandské štúdium, iná pedagogická činnosť a budovanie ľudských zdrojov pre vedu a techniku 14 4. Medzinárodná vedecká spolupráca 18 5. Vedná politika 23 6. Spolupráca s VŠ a inými subjektmi v oblasti vedy a techniky 24 7. Spolupráca s...»

«June 2016 PARISH MAGAZINE The Parish of St Martin with St Peter 50p London Road in the Worcester South East Team Wed 1 St Justin, Martyr, c165 Fri 3 The Martyrs of Uganda, 1885-7, 1977 Sun 5 2ND SUNDAY AFTER TRINITY (Proper 5) Thur 9 St Columba Abbot & Missionary, 597 Sat 11 St Barnabas Apostle Sun 12 3RD SUNDAY AFTER TRINITY (Proper 6) Thur 16 St Richard Bishop, 1253 Sun 19 4TH SUNDAY AFTER TRINITY (Proper 7) Wed 22 St Alban first Martyr of Britain, c250. Ember Day Thur 23 St Etheldreda...»

«Obituaries Sisters of Mercy – South Central Community 2013 Sister Mary Joannes Clifford, age 87, October 30, 2013 Sister Mary Joannes Clifford died in Baltimore, Maryland. She was a Sister of Mercy for 68 years. Sister Mary Joannes served as a teacher for much of her ministry in Maryland and Alabama, and also founded Friends of Mercy, a support group that helps people adjust to being separated, widowed or divorced. Sister Mary Joannes received her bachelor’s degree in mathematics from Mt....»

«Angela Marie Calabrese Barton Curriculum Vitae (January 2016) 305 Erickson Hall Michigan State University East Lansing, MI 48823 acb@msu.edu 517-432-4876 Education Ph.D. 1995 Curriculum, Teaching and Educational Policy. Michigan State University. Emphases and comprehensive graduate level coursework and research in (1) science education, teacher education, and qualitative research (College of Education); and (2) physical chemistry (College of Natural Sciences). B.S. 1990 Chemistry. University of...»

«Louisiana Federation of Teachers Weekly Legislative Digest May 22, 2015 Steve Monaghan, President * Les Landon, Editor 2015 Regular Legislative Session Now available on the Web at http://la.aft.org House okays budget, but fight’s not over The House of Representatives passed off a hot potato to the Senate on Thursday, sending over a $24.3 billion spending plan that sets up a fight for scarce revenues. HB1 by Rep. Jim Fannin (R-Jonesboro) includes a hodge-podge of budget cuts and revenue...»

«“You are the best of the nations raised up for (benefit of) men: you enjoin what is right and forbid the wrong and believe in Allah” 3:110 Fiqh Syllabus Grade 9 Boys This book belongs to Name: Class Teacher: FIQH SYLLABUS FOR CLASS 11B (14 YEARS OLD) TOPIC 1: TRANSLATION OF ADHAN AND IKAMAH TOPIC 2 3: TRANSLATION OF SALAAT TOPIC 4: SALAAT-UL-JAMAAT TOPIC 5: NAFILA TOPIC 6: PHILOSOPHY OF SALAAT TOPIC 7: REVISION OF WAJIBAAT OF SALAAT TOPIC 8: REVISION OF RUKN AND GHAYR RUKN TOPIC 9:...»

«Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi (EFMED) Cilt 8, Sayı 1, Haziran 2014, sayfa 1-30. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education Vol. 8, Issue 1, June 2014, pp. 1-30. Effect of Content Knowledge on Scientific Argumentation Quality: Cloning Context Ali Yiğit KUTLUCA1,*, Pınar Seda Çetin2, & Nihal Doğan2 1 Kastamonu University, Kastamonu, TURKEY; 2Abant İzzet Baysal University, Bolu, TURKEY Received:...»

«Introduction: The Transformative Work of Michael A. Signer FRANKLIN T. HARKINS The essays collected in this volume are dedicated to Michael A. Signer by a select group of his colleagues, students, and friends. Their collective purpose is to honor him, on the occasion of his thirty-fifth anniversary of teaching, as a scholar and teacher of Judaism, Christianity, and Jewish-Christian relations in antiquity, the Middle Ages, and modernity. As Professor of Jewish History at Hebrew Union College –...»





 
<<  HOME   |    CONTACTS
2016 www.dissertation.xlibx.info - Dissertations, online materials

Materials of this site are available for review, all rights belong to their respective owners.
If you do not agree with the fact that your material is placed on this site, please, email us, we will within 1-2 business days delete him.