Recent meta-analyses indicate that bully prevention programs produce minimal change in student behavior. This study examined 66 high school teachers' perceptions regarding the effect of cyberbullying on students, which intervening strategies teachers would use when dealing with cyberbullying, and which prevention strategies would assist in preventing cyberbullying. Almost one fourth of teachers indicated cyberbullying does not have long-lasting negative effects and that cyberbullying "prepares students for life." Fewer than half of teachers favored implementing a formal cyberbully prevention program. Teachers perceived the following strategies as most helpful in addressing cyberbullying: increasing parental involvement, warning students about consequences for cyberbullying, and increasing consequences for cyberbullying. School administrators should consider teachers' perceptions before implementing prevention programs that target cyberbullying. Additionally, strategies should consider fostering greater teacher buy-in, thus improving intervention fidelity and creating a unified effort focused on decreasing student cyberbullying. C 2012 Wiley Periodicals, Inc. Psychology in the Schools

This study considers the opinions of dual immersion elementary school principals in investigating the following research questions: (1) What do dual immersion principals identify as the skills and traits for the school leader that lead to the principal's success in a dual immersion context? and (2) What were the differences of opinion, if any, between principals of one‐way and two‐way dual immersion programs about the traits and skills required for the school leader? Data was collected from 12 interviews and an online survey of 29 principals of dual immersion schools in Utah. Dual immersion is a model for teaching foreign language in the elementary schools where two languages are studied simultaneously, thus differing from total immersion models, where the foreign language is the only language used at school (Roberts, 2015). Understanding the role of the principal at these schools was the central focus of this research. The themes and patterns that emerged from the data analysis point to five key roles for dual immersion principals. Findings also indicate that these needed skills and traits for school leaders vary between one‐way and two‐way dual immersion programs.

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This article will illuminate school and language choice and access to educational alternatives in Estonia among the Russian-speaking minority based on a literature review on school choice, and on preliminary findings from qualitative interview data conducted in Estonia among 15 families whose childrenstudy in Estonian schools, Russianschools, and bilingual programs. This research has found that Russian speaking choice parents selecting Estonian-speaking schools differ from nonchoice Russian-speaking parents in their resourcefulness. Second, the article discusses support systems provided to second language learners and will examine these from the perspective of second language acquisition theory. Despite the Soviet-era threat to the very survival of Estonian, and despite the current emphasis on the Estonian language, Estonian educational language policies and practices seem to indicate sensitivity and understanding of the issues involved insecond language acquisitionfor children in educational settings.

How do in-house lobbyists for American colleges and universities compare with other types of lobbyists in their roles, tasks, and strategies? To answer this question 105 in-house lobbyists were surveyed using an instrument that reiterated key questions asked in earlier researchers' studies on private or special interest lobbyists, such as the gun lobby, and public interest lobbyists such as consumer, or environmental groups.This replication of research with other types of lobbyists made it possible to compare and contrast the tasks and strategies of in-house lobbyists with those of other types of lobbyists. Also 20 indepth on-site interviews of in-house lobbyists were conducted at universities across the country to learn more regarding their roles, tasks, and strategies; and interviews were conducted with ten presidents from among those 20 universities to provide another viewpoint on the roles, tasks, and strategies of inhouse lobbyists in universities.