Mapping the landscapes of bullying
Abstract Past bullying research has consistently identified common locations (e.g. bathrooms, hallways, playgrounds) on school campuses where bullying occurs, but not specific locations. This limitation does not allow researchers to take into account the unique geography of individual schools and ho...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Migliaccio, Todd [verfasserIn] |
|---|
| Format: |
Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
2017 |
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| Schlagwörter: |
Geographic Information Systems (GIS) |
|---|
| Anmerkung: |
© Springer Science+Business Media Dordrecht 2017 |
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| Übergeordnetes Werk: |
Enthalten in: Learning environments research - Springer Netherlands, 1998, 20(2017), 3 vom: 04. März, Seite 365-382 |
|---|---|
| Übergeordnetes Werk: |
volume:20 ; year:2017 ; number:3 ; day:04 ; month:03 ; pages:365-382 |
| Links: |
|---|
| DOI / URN: |
10.1007/s10984-017-9229-x |
|---|
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OLC2070659593 |
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| 520 | |a Abstract Past bullying research has consistently identified common locations (e.g. bathrooms, hallways, playgrounds) on school campuses where bullying occurs, but not specific locations. This limitation does not allow researchers to take into account the unique geography of individual schools and how it contributes to bullying. A random sample of 741 grade 4–6 students from nine different elementary schools identified where bullying occurs on a campus map and this information was analysed in Geographic Information Systems (GIS). While this study offers preliminary findings (e.g. diffusion of bullying, specific locations for bullying) that increase awareness about bullying, the emphasis in this paper is to present a new methodological tool in the analysis of bullying. The use of GIS mapping to analyse bullying offer researchers an advanced instrument to understand the experience of bullying within the physical context of a school. These preliminary findings focus future research. | ||
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Abstract Past bullying research has consistently identified common locations (e.g. bathrooms, hallways, playgrounds) on school campuses where bullying occurs, but not specific locations. This limitation does not allow researchers to take into account the unique geography of individual schools and how it contributes to bullying. A random sample of 741 grade 4–6 students from nine different elementary schools identified where bullying occurs on a campus map and this information was analysed in Geographic Information Systems (GIS). While this study offers preliminary findings (e.g. diffusion of bullying, specific locations for bullying) that increase awareness about bullying, the emphasis in this paper is to present a new methodological tool in the analysis of bullying. The use of GIS mapping to analyse bullying offer researchers an advanced instrument to understand the experience of bullying within the physical context of a school. These preliminary findings focus future research. © Springer Science+Business Media Dordrecht 2017 |
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Abstract Past bullying research has consistently identified common locations (e.g. bathrooms, hallways, playgrounds) on school campuses where bullying occurs, but not specific locations. This limitation does not allow researchers to take into account the unique geography of individual schools and how it contributes to bullying. A random sample of 741 grade 4–6 students from nine different elementary schools identified where bullying occurs on a campus map and this information was analysed in Geographic Information Systems (GIS). While this study offers preliminary findings (e.g. diffusion of bullying, specific locations for bullying) that increase awareness about bullying, the emphasis in this paper is to present a new methodological tool in the analysis of bullying. The use of GIS mapping to analyse bullying offer researchers an advanced instrument to understand the experience of bullying within the physical context of a school. These preliminary findings focus future research. © Springer Science+Business Media Dordrecht 2017 |
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Abstract Past bullying research has consistently identified common locations (e.g. bathrooms, hallways, playgrounds) on school campuses where bullying occurs, but not specific locations. This limitation does not allow researchers to take into account the unique geography of individual schools and how it contributes to bullying. A random sample of 741 grade 4–6 students from nine different elementary schools identified where bullying occurs on a campus map and this information was analysed in Geographic Information Systems (GIS). While this study offers preliminary findings (e.g. diffusion of bullying, specific locations for bullying) that increase awareness about bullying, the emphasis in this paper is to present a new methodological tool in the analysis of bullying. The use of GIS mapping to analyse bullying offer researchers an advanced instrument to understand the experience of bullying within the physical context of a school. These preliminary findings focus future research. © Springer Science+Business Media Dordrecht 2017 |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">OLC2070659593</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230503171413.0</controlfield><controlfield tag="007">tu</controlfield><controlfield tag="008">200820s2017 xx ||||| 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1007/s10984-017-9229-x</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)OLC2070659593</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-He213)s10984-017-9229-x-p</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">370</subfield><subfield code="q">VZ</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">5,3</subfield><subfield code="2">ssgn</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Migliaccio, Todd</subfield><subfield code="e">verfasserin</subfield><subfield code="0">(orcid)0000-0003-0404-146X</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Mapping the landscapes of bullying</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2017</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">ohne Hilfsmittel zu benutzen</subfield><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Band</subfield><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">© Springer Science+Business Media Dordrecht 2017</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Abstract Past bullying research has consistently identified common locations (e.g. bathrooms, hallways, playgrounds) on school campuses where bullying occurs, but not specific locations. 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