Education Commons^™

Pisa 2022. Reporting Australia’S Results. Volume Ii: Student And School Characteristics, Lisa De Bortoli, Catherine Underwood, Tim Friedman, Eveline Gebhardt

OECD Programme for International Student Assessment (PISA) Australia

The Programme for International Student Assessment (PISA) is an international comparative study of student performance directed by the Organisation for Economic Co-operation and Development (OECD). PISA measures the cumulative outcomes of education by assessing how well 15-year-olds, who have nearly completed compulsory schooling in most participating educational systems, are prepared to use their knowledge and skills in particular areas to meet real-world opportunities and challenges. In addition to the cognitive data reported on in Volume I, PISA collected a wealth of student and school contextual data through the background questionnaires. This report focuses on a variety of constructs related to …

Addressing School Bullying Since The Onset Of Covid-19: A Merc Research And Policy Brief, David Naff, Morgan Meadowes, Kim Dupre, Alicia Gaston, Fatemah A. Khawaji, Christina Tillery, Makeba Lindsay D'Abreu, Lauren Powell, Deanna Fierro

MERC Publications

Among the challenges presented by the COVID-19 pandemic is a shift in the nature and intensity of school bullying, perhaps symptomatic of the rapid changes and stressors that PK-12 students have endured since 2020. In this MERC research and policy brief, we explore how school bullying has changed since the onset of COVID-19 as well as research-based strategies for how educators and division leaders can best respond to it. The brief answers the following questions: 1) What is the nature of school bullying since the onset of COVID-19? 2) Which students have been particularly impacted by bullying since the pandemic? …

Feeling Safe At School – What Does The Research Say?, Sue Thomson

Teacher columnist - Sue Thomson

Most people would argue that children should feel safe at school. For some children, school is possibly the only place in which they feel safe. However, when we see reports of school shootings and large-scale violence in school communities in other countries, we are reminded that this is not universal. On a more day-to-day level, bullying, and cyberbullying in particular, can significantly influence students’ perceptions of school safety. However, the ramifications of bullying on students’ levels of stress and wellbeing are not always considered as elements of school climate.

Understanding The Lived Experiences Of University Students Who Self-Identify As Cyberbullies: A Phenomenological Study, Christine Osborne

Doctoral Dissertations and Projects

The purpose of this transcendental phenomenological study was to understand the experiences of university students, aged 18 to 50, in a suburban Atlanta university who have self-identified as perpetrators of cyberbullying. The three research questions that guided this study sought to determine how students perceive their cyberbullying behavior impacts their peers, how students explain their motivation to cyberbully their peers, and how their experiences led to perpetrating acts of cyberbullying. Experiences were examined that may be contributing factors for cyberbullying. Bandura’s social cognitive theory and the concept of moral disengagement of cyberbullies was examined through the research questions as well. …

Investigating Relational Aggression And Bullying For Girls’ Of Color In Oklahoma: A Phenomenological Study, Gayle Flynn

Doctoral Dissertations and Projects

This qualitative research study, applying aspects of van Manen’s framework for hermeneutic phenomenological research, was conducted to investigate the narratives of relationally aggressive girls of color. The study focused on nine adolescent girls of color who were ages 14-17 years old and exhibited aggressive/bullying behaviors representing the ethnic groups of Black/African American, Latina/Hispanic American, Native American, and other, which included two or more racial identities combined. The participants completed online protocol writing prompts, participated in open-ended interviews and an observation to gain insight regarding relationally aggressive issues that took place in the participants’ settings. An interpretational approach to the data …

Examining The Invisibility Of Girl-To-Girl Bullying In The Schools: A Call To Action, Suzanne Soohoo

Education Faculty Articles and Research

"It does not matter whether one is 13, 33, or 53 years old, but if you are female, chances are that other girls have bullied you sometime in your lifetime. Bullying is not the kind of abuse that leaves broken bones; rather, it is a dehumanizing experience that manifests itself in the form of rumor spreading, name calling, psychological manipulation, character assassination, and social exclusion. Female teachers who are former victims of girl bullies or who themselves have been complicit with girl-to-girl bullying, consistently casting a blind eye to this ritualized social degradation, allowing it to continue generation after generation. …

Reducing The Effects Of Bullying Among Aboriginal Children Living In Rural Western Australia: Annual Report, Child Health Promotion Research Unit, Edith Cowan University

Research outputs pre 2011

It is unknown how Aboriginal children and adults conceptualize childhood bullying and what school/community intervention programs are appropriate. The Solid Kids, Solid Schools project will use a combination of qualitative and quantitative research methods to develop culturally informed and determined understandings of bullying among Aboriginal children. These understandings can then be used to formatively develop a sustainable school and community-based bullying prevention and reduction program with strategies identified by Aboriginal people for use in schools in the Yamaji region or Midwest, Murchison Education District of Western Australia.

According to the funding proposal a Steering Committee was established to provide project …