The Role of Teachers

Green, Vanessa A.

doi:10.1002/9781118482650.ch52

Cited by 13 publications

(3 citation statements)

References 81 publications

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“…It is possible that the hesitancy was partly due to student and staff uncertainty about the perceived pastoral care responsibilities of academic staff (Lu, 2022;Tang et al, 2022). Students may have also been influenced by past experiences of not being heard or taken seriously by teachers (Green, 2021).…”

Section: Discussionmentioning

confidence: 99%

Support for Students who have Experienced Bullying Because of their Race or Ethnicity

Kan¹,

Tse²,

Clark³

et al. 2022

JANZSSA

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Individuals may be victimised for a range of reasons, including their ethnicity or race. These experiences can have a significant impact on individuals’ health, wellbeing, and educational opportunities. However, despite the intersectionality of racism and bullying, it is a relatively under-researched topic in the tertiary sector. This pilot study utilises the student voice of 13 tertiary students who identified with one or more ethnic minority. The study aimed to understand how educational institutions can provide better support to students who have experienced bullying at secondary school or university. Approximately half of the participants had sought support from friends and parents after bullying incidents. They highlighted the importance of having their experiences taken seriously by individuals who were empathetic and culturally sensitive. Conversely, a dismissive and insensitive response reinforced their belief that there was no point in seeking help, as nothing would change. These preliminary findings could inform educational policies to increase the efficacy of support systems for tertiary (and secondary) students of ethnic minorities in New Zealand.

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Section: Discussionmentioning

confidence: 99%

Support for Students who have Experienced Bullying Because of their Race or Ethnicity

Kan¹,

Tse²,

Clark³

et al. 2022

JANZSSA

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“…), proposed the existence of a basic type of single-term predication used to identify an entity present in the immediate environment of the speaker. Researchers on Hausa and Zarma have generally lumped these predications with other non-verbal predications under various labels such as constructions with a "copula" (Green 2007;Jaggar 2001: 459), a "stabilizer" (Newman 2000: 160; Nicolaï/Zima 1997: 17f. ), a "predicative particle" (Caron 1991: 123), a "presenter/presentative" (White-Kaba 1994: xvii), etc.…”

Section: Contexts Of Use For the One-term Predicationmentioning

confidence: 99%

Non-verbal predications in Zarma

Abdoulaye,

Abdoulrazikou

2024

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This article presents new findings in the use of copulas nôo ‘be’ and ti ‘be’ in non-verbal predications in Zarma (Songhay; Niger, Nigeria). Based on some exclusive contexts of use and some morphosyntactic criteria, the article distinguishes a basic type of predication with one term “NP + nôo” used in deictic identification (e. g.: Abdù nôo ‘it’s Abdu’) and a type of predication with two terms “NP1 + NP2 + nôo” used in nominal predications and equative sentences (e. g.: wodìn Abdù nôo ‘that is Abdu’). The article shows that copula ti replaces copula nôo in negation but also in non-verbal focus constructions where it is generally preceded by the subordinating conjunction kà/gà and very likely marks the presupposed part of the sentence (e. g.: [Muusà nôo] kà ti càwkŏo ‘[it’s Musa] who is a student’). Finally, the article shows that in Zarma, it is the one-term predication “NP + nôo” that is recruited to mark focus-fronted constituents of verbal and non-verbal predications, thus confirming an observation already made about other languages.

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“…Teachers' perceptions of bullying and their approaches to addressing these situations are crucial factors in effectively managing and preventing peer victimisation (Craig et al, 2000;Nicolaides et al, 2002;Rigby, 2011;Yoon & Kerber, 2003;Yoon et al, 2016). Their understanding and handling of bullying incidents can significantly influence the outcomes of intervention efforts (Green, 2021). Research has consistently shown that both parents' and teachers' perceptions play a significant role in shaping their responses to bullying incidents.…”

Section: Teachers' Perceived Associated With Bullyingmentioning

confidence: 99%

Early Childhood Teachers' and Parents' Perception of Aggression and Bullying Behaviour in New Zealand's Early Childhood Settings

Parsa

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Bullying in early childhood is a globally recognised issue, yet it remains relatively under-researched, especially in New Zealand. Early childhood teachers and parents play crucial roles in supporting young children’s social development. Early childhood teachers provide opportunities for children to practice social skills and resolve conflicts, while parents and whānau model appropriate social behaviour and teach children about managing emotions at home. However, distinguishing between bullying and aggressive behaviour can be challenging, as these behaviours often overlap. Accurate identification of bullying behaviour is essential for effective intervention strategies by parents and teachers. Bullying may be overlooked in early childhood due to various factors, including a normative belief that downplays its significance. Nevertheless, bullying can have severe consequences for both victims and perpetrators, leading to physical and emotional harm and social and behavioural problems, respectively. Understanding early childhood teachers’ and parents’ perceptions of aggressive and bullying behaviour among young children, as well as their preferred intervention strategies, can inform the development of educational programmes to address and support affected children.This doctoral research comprises one quantitative study with two parallel data collection strategies investigating early childhood teachers’ and parents’ responses to hypothetical scenarios depicting different types of aggressive and bullying behaviour in early childhood contexts. Participants’ ability to recognise aggressive behaviour from bullying behaviour, their perceptions of seriousness, their sympathy toward victims, their likelihood of intervention, and their preferred intervention strategies were assessed. Study phase A involved 272 early childhood teachers who responded to six scenarios depicting physical, verbal, and relational aggression and bullying behaviour. The majority of participants were full-time teachers (80%), with over half having more than ten years of experience (52%). Study phase B involved 107 parents, predominantly mothers (93%), responding to scenarios in which their child was the perpetrator. Most parents held a university degree (77%). Data collection for both phases utilised separate anonymous online surveys.The findings revealed that early childhood teachers and parents were able to distinguish aggressive behaviours from bullying behaviours, with physical bullying scenarios being more easily identified as bullying compared to verbal and relational bullying scenarios. Consequently, both groups rated bullying scenarios as more serious than aggressive scenarios, with physical incidents considered the most serious, followed by relational incidents, and verbal incidents being perceived as least serious. Additionally, both early childhood teachers and parents demonstrated high levels of sympathy toward victims of bullying scenarios, indicating a greater likelihood of intervention in bullying incidents compared to aggressive incidents. For physical and relational bullying scenarios, parents and early childhood teachers proposed a cluster of intervention strategies, while for verbal and all types of aggression scenarios, one or two strategies were suggested.In summary, the findings suggest that early childhood teachers and parents share similar attitudes toward aggressive and bullying behaviour. Notably, both teacher-child interactional style and parenting style influenced participants’ perceptions of the hypothetical scenarios to some extent. The results highlight the need for educational programmes to enhance early childhood teachers’ and parents’ awareness of covert forms of bullying behaviour in early childhood settings, as these behaviours can be as harmful as physical bullying.

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The Role of Teachers

Cited by 13 publications

References 81 publications

Support for Students who have Experienced Bullying Because of their Race or Ethnicity

Support for Students who have Experienced Bullying Because of their Race or Ethnicity

Non-verbal predications in Zarma

Early Childhood Teachers' and Parents' Perception of Aggression and Bullying Behaviour in New Zealand's Early Childhood Settings

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