(RE)THINKING SCHOOL VIOLENCE: TEACHERS AS VICTIMS AND SURVIVORS

Campbell-Daughty, Rashell

(RE)THINKING SCHOOL VIOLENCE: TEACHERS AS VICTIMS AND SURVIVORS

dc.contributor.advisor	Vaughn, Courtney
dc.contributor.author	Campbell-Daughty, Rashell
dc.contributor.committeeMember	Marcus-Mendoza, Susan
dc.contributor.committeeMember	Smith, Joan
dc.contributor.committeeMember	Garn, Gregg
dc.contributor.committeeMember	Maiden, Jeffrey
dc.date.accessioned	2016-06-30T16:55:56Z
dc.date.available	2016-06-30T16:55:56Z
dc.date.issued	2016-08-19
dc.date.manuscript	2016-06-30
dc.description.abstract	Although school violence is not a new phenomenon, it is still an issue in American schools. With strong concern for all individuals in educational settings, scholars are exploring ways in which violent acts can be prevented. In particular, this study is about teachers who have been verbally and/or physically abused by students, and it offers possible solutions for coping during the aftermath. The aim of the study is to allow teachers to tell their stories of violent incidents from their perspectives. By the telling and retelling of their stories, teachers were able to share their unfortunate experiences, recall how they were able to move past them, and continue teaching. Overcoming such experiences serves as an educative purpose because it provides a possible guide for teachers who have encountered violent acts by students.	en_US
dc.identifier.uri	http://hdl.handle.net/11244/43250
dc.language	en_US	en_US
dc.subject	School violence, students, teachers, aggression, teacher preparation, trauma, anxiety, school policy, school administration, secondary education.	en_US
dc.thesis.degree	Ph.D.	en_US
dc.title	(RE)THINKING SCHOOL VIOLENCE: TEACHERS AS VICTIMS AND SURVIVORS	en_US
ou.group	Jeannine Rainbolt College of Education::Department of Educational Leadership and Policy Studies	en_US
shareok.orcid	0000-0003-3504-1817	en_US