Master's Theses

Department

Advanced Education Programs

Degree Name

Education Specialist (Ed.S)

Abstract

The purpose of this study was to compare academic performance of students within a culturally diverse intermediate school. It was a comparison of students exhibiting bullying characteristics to the class norm. It was hypothesized that participants who have been identified as exhibiting bullying characteristics would not have a significantly different academic performance in reading, math, spelling, and written expression than what is typical. The researcher found that there was not a significant difference in academic performance between bullies and the class norm. Academic performance was measured using Curriculum Based Measurement (CBM) data for each individual student, as well as applicable class CBM norms. This study also collected demographic information on gender, ethnicity, retention, and socio-economic status. Participants (N=33) were recruited from an intermediate school located in Southwest Kansas. Participants were identified as exhibiting bullying characteristics based on principal nomination. This nomination was based on the number of referrals to the office for specific types of behaviors, such as teasing, taunting, threatening, hitting and stealing. Data were provided to the researcher with no identifying information about the students. These data included the demographic variables listed above. CBM scores, and information about the type and number of bullying behaviors. The researcher did not need to recruit participants for this study due to the fact that archival data was used. The researcher was an employee of the district at the time were collected. It was found that the academic performance of those identified as bullies did not differ significantly from the class norm.

Keywords

School Psychology

Advisor

Carol L. Patrick

Date of Award

Summer 2002

Document Type

Thesis - campus only access

Rights

© The Author(s)

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