P-12 preservice teachers' awareness on cyberbullying

dc.contributorRice, Margaret L.
dc.contributorDantzler, John A.
dc.contributorLewis, Timothy D.
dc.contributorAtkinson, Becky M.
dc.contributor.advisorWright, Vivian H.
dc.contributor.authorMurphy, Melody Shearin
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2017-03-01T17:12:14Z
dc.date.available2017-03-01T17:12:14Z
dc.date.issued2014
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractThe purpose of this study was to explore P-12, elementary, secondary preservice teachers' concerns, confidence levels, beliefs, and preparations on cyberbullying prevention and intervention prior to and post an intervention model. Using a quantitative research design, this study explored P-12, elementary, and secondary preservice teachers' concerns, confidence levels, beliefs, and preparations regarding cyberbullying prior to and post an intervention model presented to the preservice teachers. The findings of this study offer results from the pre/post test surveys based on the preservice teachers gender, classification, and year in program. Also, results were classified by subscales (beliefs, concerns, confidence levels, and preparations) based on the survey questions. No multivariate significance was discovered for between subjects main effects of gender, classification (year in program), or program. There was no statistically significant multivariate between subjects' interaction effects of gender by year, gender by program, year by program, or gender by year by program. The Steps to Respect Program did not increase the preservice teachers concerns, confidence levels, or preparations. However, the program did significantly increase the preservice teachers' beliefs about cyberbullying.en_US
dc.format.extent112 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0001733
dc.identifier.otherMurphy_alatus_0004D_12145
dc.identifier.urihttps://ir.ua.edu/handle/123456789/2182
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectEducational technology
dc.subjectTeacher education
dc.subjectEducation
dc.titleP-12 preservice teachers' awareness on cyberbullyingen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Educational Leadership, Policy, and Technology Studies
etdms.degree.disciplineEducational Leadership, Policy, and Technology Studies
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.namePh.D.
Files
Original bundle
Now showing 1 - 1 of 1
Loading...
Thumbnail Image
Name:
file_1.pdf
Size:
1.74 MB
Format:
Adobe Portable Document Format