RUcore: Rutgers University Community Repository
A street-level perspective
Descriptive
TitleInfo
Title
A street-level perspective
SubTitle
New Jersey middle school educators make sense of the anti-bullying bill of rights
Name
(type = personal)
NamePart
(type = family)
Kugelman
NamePart
(type = given)
Kristen G.
NamePart
(type = date)
1968-
DisplayForm
Kristen G. Kugelman
Role
RoleTerm
(authority = RULIB)
author
Name
(type = personal)
NamePart
(type = family)
Lugg
NamePart
(type = given)
Catherine A.
DisplayForm
Catherine A. Lugg
Affiliation
Advisory Committee
Role
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(authority = RULIB)
chair
Name
(type = personal)
NamePart
(type = family)
Giarelli
NamePart
(type = given)
James
DisplayForm
James Giarelli
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
internal member
Name
(type = personal)
NamePart
(type = family)
Bulkley
NamePart
(type = given)
Katrina
DisplayForm
Katrina Bulkley
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
outside member
Name
(type = corporate)
NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
(type = corporate)
NamePart
Graduate School of Education
Role
RoleTerm
(authority = RULIB)
school
TypeOfResource
Text
Genre
(authority = marcgt)
theses
OriginInfo
DateCreated
(qualifier = exact)
2015
DateOther
(qualifier = exact);
(type = degree)
2015-05
Place
PlaceTerm
(type = code)
xx
Language
LanguageTerm
(authority = ISO639-2b);
(type = code)
eng
Abstract
Bullying behavior has significant academic and emotional implications (Swearer, Espelage, Vaillancourt & Hymel, 2010; New Jersey Office of the Child Advocate, 2009). Using a phenomenological case study approach, this dissertation sought to understand how educators, as street-level bureaucrats, made sense of New Jersey’s Anti-Bullying Bill of Rights (ABR, 2010) given the human, social and material resources at their disposal. The lived experiences of educators in two public middle schools were illuminated. Findings suggested that the resources available at the local level impact the quality of the organizational sense making process. Therefore, context does matter. It was evident that educators, as street-level bureaucrats, have access to a significant source of power within their local community. With respect to the ABR, this power was either frustrated by fear of legal consequences or it flourished as educators acted as civic entrepreneurs (Durose, 2011). The significance of this study was that it highlighted the way that power, located within local school districts, might be harnessed to support the implementation of research-based policy initiatives. A quality sense making experience is critical. While the findings from this study are not generalizable, they may be transferable and suggest additional studies (Marshall & Rossman, 2010).
Subject
(authority = RUETD)
Topic
Education, Culture and Society
Subject
(authority = ETD-LCSH)
Topic
Middle school teachers--New Jersey
Subject
(authority = ETD-LCSH)
Topic
Bullying
Subject
(authority = ETD-LCSH)
Topic
Bullying in schools--Law and legislation--United States
RelatedItem
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
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ETD
Identifier
ETD_6213
PhysicalDescription
Form
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electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (viii, 261 p.)
Note
(type = degree)
Ed.D.
Note
(type = bibliography)
Includes bibliographical references
Note
(type = statement of responsibility)
by Kristen G. Kugelman
RelatedItem
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TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier
(type = local)
rucore10001500001
Location
PhysicalLocation
(authority = marcorg);
(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/T37D2WZG
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
(ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder
(type = personal)
Name
FamilyName
Kugelman
GivenName
Kristen
MiddleName
G.
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
(encoding = w3cdtf);
(qualifier = exact);
(point = start)
2015-03-14 14:39:02
AssociatedEntity
Name
Kristen Kugelman
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical
RULTechMD
(ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem
(VERSION = 5.1)
windows xp
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