SUBSTANTIAL Disruption » Research

Cracking Teenagers’ Online Codes

Mike Tully — Mon, 23 Jan 2012 14:15:51 +0000

WITH her coordinated zebra-striped scarf, tights and arm warmers (arm warmers?), spiky out-to-there hat and pierced tongue, 34-year-old Danah Boyd provides an electric Gen Y contrast to the staid gray lobby of Microsoft Research in Cambridge, Mass., which she enters in a flurry of animated conversation, Elmo-decorated iPhone in hand. In a juxtaposition that causes her no end of mischievous delight, her laptop bears a sticker of Snow White, whose outstretched arm gently cradled the Apple logo.

But Dr. Boyd — a senior researcher at Microsoft, an assistant professor at New York University and a fellow at the Berkman Center for Internet and Society at Harvard — is a widely respected figure in social media research.

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Analysis of State Bullying Laws and Policies

Mike Tully — Sat, 17 Dec 2011 22:37:18 +0000

In August 2010, the U.S. Departments of Education and Health and Human Services co-hosted the first Federal Partners in Bullying Prevention Summit. This summit highlighted the need for complete information on 1) the current status of state bullying legislation and 2) how existing bullying laws and policies translate into practice within school districts and local schools. This report addresses the first question.

The review of legislation and policies is based on a framework conceptualized by the U.S. Department of Education (“the Department”). In December 2010, in response to several requests for technical assistance surrounding the drafting of anti-bullying laws and policies, the Department released a guidance document titled “Anti-Bullying Policies: Examples of Provisions in State Laws.” The document identified key policy components present in state anti-bullying statutes as of the end of 2010.

READ THE ABSTRACT HERE >>>

READ THE STUDY HERE >>>

States make strides in collecting education data

Mike Tully — Sat, 03 Dec 2011 20:09:49 +0000

Although states have made strong progress increasing their capacity to build and use longitudinal data systems, they aren’t yet helping educators, parents, and other stakeholders use the data to inform decisions to improve student achievement, according to the Data Quality Campaign’s seventh annual state analysis, Data for Action 2011.

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Understanding Evidence

Mike Tully — Fri, 18 Nov 2011 14:17:06 +0000

Increasing emphasis has been placed on the importance of evidence-informed prevention strategies and evidence-based decision making. Definitions of what constitutes “evidence” have been debated, but most agree that evidence is extremely important for researchers, practitioners, and policy makers charged with the task of making decisions around the funding and implementation of violence prevention strategies.

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How safe are you online? Now you can find out

Mike Tully — Wed, 16 Nov 2011 14:40:41 +0000

Is your computer set to automatically check for software and security updates? Do you type your name in search engines to see what personal information is online? Have you customized your security and personal information settings on social networks?

These are all ways to own your online presence by controlling privacy and security settings.

But according to a new Microsoft study, Americans aren’t doing all that they can to protect themselves and their families when they go online.

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Over-Parenting

Mike Tully — Wed, 09 Nov 2011 04:01:37 +0000

Abstract:
Today the child is king. Child rearing practices have changed significantly over the last two decades. Contemporary parents engage in Intensive Parenting. Parents devote their time to actively enriching the child, ensuring the child’s individual needs are addressed and he is able to reach his full potential. They also keep abreast of the newest child rearing knowledge and consistently monitor the child’s progress and whereabouts. Parents are expected to be cultivating, informed and monitoring. To satisfy these high standards, parents utilize a broad array of technological devices, such as the cellular phone and the Internet, making Intensive Parenting a socio-technological trend.

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O’Dowd welcomes updated research on bullying in schools (Ireland)

Mike Tully — Wed, 26 Oct 2011 14:19:20 +0000

The Minister commented: “Bullying is unacceptable in our schools, in any form and for any reason. Bullying can have serious consequences for our pupils, thwarting their experience of education. The physical and emotional distress caused by bullying can lead to underachievement, poor attendance and mental health problems with terrible consequences such as eating disorders, self-harm and at worst, suicide.

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Estonia worst in EU for cyber-bullying

Mike Tully — Thu, 06 Oct 2011 14:14:00 +0000

TALLINN — A recent report from “EU Kids Online” has found that Estonia has the EU’s largest problem with cyber-bullying.

The report found that nearly 15% of Estonian child aged 9-16 have been the victims of cyber-bullying, which involves sending repeated hateful or threatening messages via phone or computer. It can also include releasing embarrasing pictures or

“We are on a firm leading position in regard to cyber-bullying: 14% of children in the age of 9-16 have been cyber-bullied,” said Tartu University media studies professor Veronika Kalmus, who coordinated the Estonian section of the report.

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New U.S. Study First to Show Less Physical Bullying in Schools

Mike Tully — Sat, 24 Sep 2011 18:45:43 +0000

SEATTLE – Schools using a bullying prevention program saw significantly less physical bullying and fewer teachers reporting fighting as a big problem, according to a University of Washington study to be released this week.

“Outcomes from a School-Randomized Controlled Trial of Steps to Respect: A School Bullying Prevention Program” compared schools using Committee for Children’s Steps to Respect program with control schools and found:

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SUMMARY SHEET >>>

LINK TO PUBLICATION >>>

The missing voice: Parents’ perspectives of bullying (Research)

Mike Tully — Wed, 07 Sep 2011 04:01:04 +0000

Bullying is a complex phenomenon that is reported to be pervasive in many countries around the world (Harel-Fisch, et al., 2010; Hazler, Miller, Carney & Green, 2001; Mishna, Pepler, & Wiener, 2006). Although there is a considerable body of research on bullying, very little has been devoted to studying the perspectives of the parents of children involved. An ecological framework, whereby bullying dynamics are seen to extend beyond the children who are bullied, and include peers, teachers, the school, community, and parents (Atlas & Pepler, 1998; Mishna, Wiener, & Pepler, 2008), is essential to address the complexities involved in bullying. This study provides one of the first qualitative assessments of bullying based solely on the perceptions of parents of victimized children. In-depth interviews were conducted with parents whose children disclosed being victimized by their peers as identified by The Safe School Questionnaire (Pepler, Connolly, & Craig, 1993, adapted from Olweus, 1989). Interviews were conducted with 20 parents (2 fathers, 14 mothers, and 2 mother-father dyads). Themes that emerged included: 1) participants’ definition of bullying and how they identify bullying behaviors; 2) parents’ reactions to their child self-identifying as bullied; 3) parents’ awareness of their child witnessing bullying incidents; 4) parents’ descriptions of the effects being victimized has had on their child; 5) gender differences; 6) strategies parents suggested to respond to bullying; and 7) complexities regarding disclosure of bullying. The results of this exploratory research highlight that understanding parents’ perceptions and conceptualizations is crucial to bullying research and intervention efforts, as parents’ understanding of bullying undoubtedly impacts their recognition of bullying incidents and subsequent interventions.

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