LEADER 05499nam 2200709Ia 450 001 9910449685603321 005 20200520144314.0 010 $a1-280-92708-9 010 $a9786610927081 010 $a0-08-049058-1 010 $a1-4175-5600-5 035 $a(CKB)1000000000210039 035 $a(EBL)226831 035 $a(OCoLC)701840586 035 $a(SSID)ssj0000115926 035 $a(PQKBManifestationID)11140886 035 $a(PQKBTitleCode)TC0000115926 035 $a(PQKBWorkID)10027155 035 $a(PQKB)11623471 035 $a(MiAaPQ)EBC226831 035 $a(Au-PeEL)EBL226831 035 $a(CaPaEBR)ebr10128077 035 $a(CaONFJC)MIL92708 035 $a(EXLCZ)991000000000210039 100 $a20040318d2004 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aBullying$b[electronic resource] $eimplications for the classroom /$fedited by Cheryl E. Sanders, Gary D. Phye 210 $aSan Diego $cElsevier/Academic Press$dc2004 215 $a1 online resource (287 p.) 225 1 $aEducational psychology series 300 $aDescription based upon print version of record. 311 $a0-12-617955-7 320 $aIncludes bibliographical references and index. 327 $aFront Cover; Bullying Implications for the Classroom; Copyright Page; Contents; Contributors; About the Authors; Preface; Acknowledgments; Chapter 1. What is Bullying?; I. Research Attention: National and International; II. Definition of Bullying; III. Types of Aggression Involved in Bullying; IV. Classification of Bullying Roles: A Dyadic Approach; V. Classification of Bullying Roles: A Group Approach; VI. Theoretical Perspectives of Bullying; VII. Conclusions; References; Appendix A; Appendix B; Chapter 2. Who Are The Victims?; I. Classifications of Victims 327 $aII. Individual Characteristics of VictimsIII. School-Level Characteristics of Victims; IV. Reactions of Victims; V. Duration of Victimization; VI. The Blurred Boundary Between Victims and Bullies; VII. Theoretical Explanation of the Victim-Bully Cycle; VIII. Overcoming Victimization; References; Chapter 3. A Theoretical Review of Bullying: Can It Be Eliminated?; I. What is Bullying?; II. ''Kids Will Be Kids'': How Common is Peer Harassment?; III. It Is Our Nature: A Social-Biological/Evolutionary View of Peer Harassment; IV. Social Dominance Theory Applied to Bullying Behaviors 327 $aV. Now Where to We Go: Challenges for Prevention and InterventionVI. Summary; References; Chapter 4. In The Looking Glass: A Reciprocal Effect Model Elucidating The Complex Nature of Bullying, Psychological Determinants, and the Central Role of Self-Concept; I. Introduction; II. Background; III. Self-Concept and Its Role in Bullying Research; IV. The Present Investigation; V. Causal Ordering of Bullying and Being Bullied; VI. The Role of Multiple Dimensions of Self-Concept and Depression in the Causal Ordering of Bullying and Being a Victim; VII. General Discussion 327 $aVIII. Implications and SummaryReferences; Appendix; Chapter 5. The Bully in the Family: Family Influences on Bullying; I. The Framework of Descriptive Psychology; II. How Do We Define Bullying? Let Us Count the Ways; III. Bullying from a Descriptive Psychology Standpoint; IV. Achievement Descriptions as Partial Behavior Descriptions: Understanding The Behavior of the Bully; V. Actor, Observer, Critic: Three Ways to Understand the Behavior of Bullies; VI. Bullying and Status: How to Get It and How to Keep It; VII. The Bully in the Family; VIII. The Bully's Status in the Family; References 327 $aChapter 6. Peer InfluencesI. Children's Needs and Rights: Introduction; II. The Role of the Bystander in School Bullying; III. What is Peer Support?; IV. Theory of Mind and Close Relationships; V. Successfully Implemented Programs in Schools; VI. Conclusion; References; Chapter 7. Schools and Bullying: School Factors Related to Bullying and School based Bullying Interventions; I. Introduction; II. Previous Research on School Factors Related to Bullying; III. School-Based Interventions to Prevent Bullying; IV. Conclusion; References; Chapter 8. Bullying During Middle School Years 327 $aI. Introduction 330 $aIn recent years there have been an increasing number of incidents where children have either perpetrated or been the victims of violence in the schools. Often times the children who perpetrated the violence had been the victims of school bullying. If bullying once was a matter of extorting lunch money from one's peers, it has since escalated into slander, sexual harassment, and violence. And the victims, unable to find relief, become depressed and/or violent in return.Despite all the media attention on recent school tragedies, many of which can be traced to bullied children, there has 410 0$aEducational psychology. 606 $aBullying in schools$xPrevention 606 $aBullying$xPrevention 606 $aClassroom management 608 $aElectronic books. 615 0$aBullying in schools$xPrevention. 615 0$aBullying$xPrevention. 615 0$aClassroom management. 676 $a371.5/8 701 $aSanders$b Cheryl E$0967904 701 $aPhye$b Gary D$0939888 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910449685603321 996 $aBullying$92198116 997 $aUNINA LEADER 06455oam 2200613I 450 001 9910459162503321 005 20200520144314.0 010 $a1-136-53159-9 010 $a1-282-78987-2 010 $a9786612789878 010 $a1-84977-651-2 035 $a(CKB)2670000000051887 035 $a(EBL)585460 035 $a(OCoLC)670411544 035 $a(SSID)ssj0000429192 035 $a(PQKBManifestationID)11320245 035 $a(PQKBTitleCode)TC0000429192 035 $a(PQKBWorkID)10425089 035 $a(PQKB)11486193 035 $a(OCoLC)671498488 035 $a(MiAaPQ)EBC585460 035 $a(Au-PeEL)EBL585460 035 $a(CaPaEBR)ebr10420000 035 $a(CaONFJC)MIL278987 035 $a(EXLCZ)992670000000051887 100 $a20180727d2010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aSustainability education $eperspectives and practice across higher education /$fedited by Stephen Sterling 205 $aFirst edition. 210 1$aBoca Raton, FL :$cRoutledge, an imprint of Taylor and Francis,$d2010. 215 $a1 online resource (373 p.) 300 $aIncludes index. 311 $a1-84407-878-7 311 $a1-84407-877-9 320 $aIncludes bibliographical references and index. 327 $tchapter 1 Introduction /$rPaula Jones -- $tchapter 2 More than the Sum of their Parts? Interdisciplinarity and Sustainability /$rPaula Jones -- $tchapter 3 ?It?s Not Just Bits of Paper and Light Bulbs?: A Review of Sustainability Pedagogies and their Potential for Use in Higher Education /$rDebby Cotton -- $tchapter 4 Third-wave Sustainability in Higher Education: Some (Inter)national Trends and Developments /$rArjen E. J.Wals and John Blewitt -- $tchapter 5 Education for Sustainability in the Business Studies Curriculum: Ideological Struggle /$rDelyse Springett -- $tchapter 6 Geography, Earth and Environmental Sciences: A Suitable Home for ESD? /$rBrian Chalkley -- $tchapter 7 Climate Change, Sustainability and Health in UK Higher Education:The Challenges for Nursing /$rBenny Goodman -- $tchapter 8 Sustainability ? Is It Legal? The Benefits and Challenges of Introducing Sustainability into the Law Curriculum /$rTracey Varnava -- $tchapter 9 Staging Sustainability: Making Sense of Sustainability in HE Dance, Drama and Music /$rPaul Kleiman -- $tchapter 10 Engineering our World Towards a Sustainable Future /$rEdited by Simon Steiner -- $tchapter 11 Developing Critical Faculties: Environmental Sustainability in Media, Communications and Cultural Studies in Higher Education /$rDebbie Flint -- $tchapter 12 Sustainability in the Theology Curriculum /$rKatja Stuerzenhofecker, Rebecca O?Loughlin and Simon Smith -- $tchapter 13 Sustaining Communities: Sustainability in the Social Work Curriculum: Andrew Whiteford, Viv Horton, Diane Garrard, Deirdre Ford and Avril Butler /$rAndrew Whiteford -- $tchapter 14 Sustainability and Built Environment Professionals: A Shifting Paradigm /$rJudi Farren Bradley -- $tchapter 15 Costing the Earth:The Economics of Sustainability in the Curriculum /$rAnthony Plumridge -- $tchapter 16 Translating Words into Action and Actions into Words: Sustainability in Languages, Linguistics and Area Studies Curricula /$rJohn Canning -- $tchapter 17 If Sustainability Needs New Values, Whose Values? Initial Teacher Training and the Transition to Sustainability /$rRobert Cook. 330 3 $aHow do we equip learners with the values, knowledge, skills, and motivation to help achieve economic, social and ecological well-being? How can universities make a major contribution towards a more sustainable future? Amid rising expectations on HE from professional associations, funders, policy makers, and undergraduates, and increasing interest amongst academics and senior management, a growing number of higher education institutions are taking the lead in embracing sustainability. This response does not only include greening the campus but also transforming curricula and teaching and learning. 3. 'It's not just bits of paper and light bulbs': A review of sustainability pedagogies and their potential for use in higher education 4. Third-wave sustainability in higher education: Some (inter)national trends and developments 5. Education for sustainability in the business studies curriculum: Ideological struggle 6. Geography, earth and environmental sciences: A suitable home for ESD? 7. Climate change, sustainability and health in UK higher education: The challenges for nursing 9. Staging sustainability: Making sense of sustainability in HE dance, drama and music geography, environmental and Earth Sciences, nursing/health, law, dance, drama, music, engineering, media and cultural studies, art and design, theology, social work, economics, languages, education, business and built environment.Subject areas covered include:The first part of the book provides background on the current status of sustainability within higher education, including chapters discussing interdisciplinarity, international perspectives and pedagogy. The second part features 13 chapter case studies from teachers and lecturers in diverse disciplines, describing what has worked, how and why - and what hasn't. Whilst the book is organised by traditional disciplines, the authors and editors emphasise transferable lessons and interdisciplinarity so that readers can learn from examples outside their own area to embed sustainability within their own curricula and teaching.This book explains why this is necessary and - crucially - how to do it. Bringing together the experience of the HEFCE funded Centre for Sustainable Futures (CSF) at the University of Plymouth and the Higher Education Academy's Education for Sustainable Development Project, the book distills out the curriculum contributions of a wide range of disciplinary areas to sustainability. 606 $aSustainable development$xStudy and teaching (Higher) 606 $aEnvironmental education 608 $aElectronic books. 615 0$aSustainable development$xStudy and teaching (Higher) 615 0$aEnvironmental education. 676 $a338.9270711 702 $aSterling$b Stephen R. 801 0$bFlBoTFG 801 1$bFlBoTFG 906 $aBOOK 912 $a9910459162503321 996 $aSustainability education$91965818 997 $aUNINA