Bullying, a typical occurrence in schools, has gone digital. As a result, cyberbullying has become ever more present among youth. The current study aimed to classify high school students into four groups based on their cyberbullying experiences and to examine the characteristics of these groups based on the sex and age of the participants and the level of parental monitoring. Participants were 133 high school students located in central Texas. A cluster analysis revealed four distinct groups of students who were “highly involved both as bully and victim,” “more victim than bully,” “more bully than victim,” or “least involved.” Significantly more girls and more students in lower grades were classified into the “more victim than bully group” while older students were more likely to be classified into the “more bully than victim” group. No significant differences were found between cluster membership and the degree of parental monitoring.

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The primary question regarding prescriptive appropriateness is a difficult one to answer for the qualitative researcher. While there are certainly qualitative researchers who have offered prescriptive protocols to better define and describe the terrain of qualitative research design and there are qualitative researchers who offer research conclusions that might be considered prescriptive by the reader, the nature of qualitative research tends to avoid the prescriptive statement in the research findings. Instead, a transparent process of research design, theoretical framework application or construction, participant population/ sample identification, and data collection/analysis are revealed throughout the research manuscript leading not to prescriptive findings but rather to asserted outcomes that are carefully communicated to the reader within the context of the research design and experience.Keywords Qualitative assertions . Qualitative evidence . Trustworthiness of qualitative findings When the editors of this special issue framed the question "When is it acceptable to make prescriptive statements in educational research articles?", they were not framing a debate between those who do qualitative research and those who do quantitative research, but rather as a discourse around the different ways of considering the rules of evidence associated with diverse frameworks of knowledge. In quantitative research, issues of power,

Ageism in today’s job market has a range of detrimental emotional, psychological, and economic impacts on older job seekers aged 50-83. Even as such job seekers “de-age” their professional documents and online profiles, they still navigate misperceptions about older workers that disadvantage them in the recruitment and hiring process. While anecdotal evidence raises concerns about older job seekers’ equitable access to employment, empirical evidence documenting the impacts of ageism on this population remains limited, thus impeding the efficacy of their support systems. This article reports on progress from the qualitative case study that I designed for my CPED-informed Problem of Practice Dissertation that captured data from 30 job seekers, aged 50-83, through one-on-one interviews, focus groups, and questionnaires. This article offers preliminary findings from this research, documenting the negative financial, emotional, psychological, and physical effects of navigating persistent ageism for older job seekers.

Cyberbullying is a growing phenomenon among adolescents, teens, and young adults who either perpetrate and/or are the recipients of harassing and threatening behaviors through the use of technologies such as emails, Internet communities and social networking Web sites, chat rooms, and cell phones. The incidences of cyberbullying have increased predominantly among students who are residents of technologically advanced countries throughout North America, Europe, and Asia (Anderson & Sturm, 2007; Li, 2006). Several studies have shown that as many as 57% of school age students in the U.S. have experienced some types of cyber harassment (Cook, Williams, Guera & Tuthill, 2007; Hinduja & Patchin, 2005; Lenhart, 2007; Li, 2004). However, many schools and teachers may not fully be aware of the increase of cyberbullying and the psycho-emotional and physical problems that arise from both the perpetuation and the receipt of cyberbullying. The purpose of this chapter is to present the characteristics and theoretical frameworks that define and contextualize cyberbullying including the international prevalence and related statistics, backgrounds and profiles of perpetrators, and adults’ roles (Campbell, 2005; Cook, et al., 2007; Kennedy, 2005; Lenhart, 2007; Willard, 2005). This chapter will also provide educators and parents with prevention and intervention strategies to address cyberbullying among youth. Useful Web resources and additional readings are listed as well.