Deadly playgrounds: relief teachers and reporting of bullying incidents in Victorian primary schools

1510 642 1120 5 17937 document 1120 Hallgarten.pdf application/pdf 1424124 2011-09-09 10:21:52 https://vuir.vu.edu.au/1510/1/Hallgarten.pdf 1510 1 application/pdf text en public

Hallgarten.pdf

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http://eprints.org/relation/isVersionOf https://vuir.vu.edu.au/id/document/1120 http://eprints.org/relation/isVolatileVersionOf https://vuir.vu.edu.au/id/document/1120 http://eprints.org/relation/isIndexCodesVersionOf https://vuir.vu.edu.au/id/document/1120 65617 2 2403260 document 65617 lightbox.jpg image/png b3e49b9e11a602e2eba5da1ca78303d3 MD5 35510 2020-09-29 02:05:07 https://vuir.vu.edu.au/1510/4/lightbox.jpg 1510 4 4 image/png other Thumbnails conversion from text to thumbnail_lightbox en staffonly

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http://eprints.org/relation/isVersionOf https://vuir.vu.edu.au/id/dark_document/65616 http://eprints.org/relation/isVolatileVersionOf https://vuir.vu.edu.au/id/dark_document/65616 http://eprints.org/relation/issmallThumbnailVersionOf https://vuir.vu.edu.au/id/dark_document/65616 archive 116 disk0/00/00/15/10 2008-10-27 02:59:20 2021-08-27 07:41:35 2008-10-27 02:59:20 thesis show Hallgarten Kathleen F Deadly playgrounds: relief teachers and reporting of bullying incidents in Victorian primary schools unpub 330000 Education casual relief teachers (CRTs), bullying in schools, anti-bullying programs, Victoria By 2006, all schools in Australia had implemented anti-bullying programs under the National Safe School Framework (NSSF). This research focuses on Casual Relief Teachers (CRTs), their reporting of bullying in primary school playgrounds in Victoria, and the impact of anti-bullying programs. While CRTs possessed a personal definition and understanding of bullying, they lacked an understanding of school policy and procedures at the schools in which they were employed. Many CRTs, especially those educated outside Australia, did not have the training or experience needed to identify and address bullying behaviour. The CRTs in many cases did not recognise, or chose not to respond to, non-physical forms of bullying. The schools in the study used a ‘whole school’ approach, though the focus ranged from ‘Zero Tolerance’ to ‘No Blame’ or ‘Method of Shared Concern’. CRTs were normally not informed about the schools’ programs and procedures on bullying, especially with respect to yard duty. In this situation, principals and permanent staff need to look at how they interact with and include CRTs as members of the school community and provide them with clear expectations and training regarding programs being utilised to combat bullying. 2007 submitted 65616 2 2403258 dark_document 65616 Hallgarten, Kathleen.pdf application/pdf 4ec73bd3b2e014f89b385affa6939d16 MD5 42721 2020-09-29 02:04:51 1510 3 3 application/pdf text VURR permission form en staffonly

Hallgarten, Kathleen.pdf

other public 242 Victoria University Faculty of Arts, Education and Human Development rmaster Includes bibliographical references: pp. 186-207 FALSE