9 All Lives Matters Campaign All lives Matter Campaign Name Course Tutor Date of Submission This essay is to the young American who are the most frequent users of social media. We at least have witnessed the police brutality against our peers on the basis of their color. On August 9th 2014, an 18yr old black male by the name Michael Brown was fatally shot by a Caucasian police officer, Darren Wilson in Ferguson Missouri. From accounts of the eye witnesses, Michael was unarmed. Michael brown was shot 12 times with two of the bullets on his right hand possibly having his arms. Earlier on July 12th 2014, Erick Garner, a 43 years old African American died in the hands of police who were arresting him. From the medical report on his death, it was established that he died from choking inflicted on him by the NYPD officer who was arresting him (CNN, 2014). These killings made the public very angry and demonstrations arose from different parts of the country. In Ferguson, unrest continued for a whole week as people tried to present their grievances. The “Black Lives Matters” campaign started with the aim of fighting against the stereotypes on the African American race. The police were accused of disregarding the dignity of black people and thus killing voluntarily. The killings were condemned countrywide and from the demonstration are a clear indication of the people’s anger. All Lives Matter; what it entails The Black Lives Matters campaign is a noble campaign. However, the major flaw with the campaign is that most of the supporters think that the victimization is only towards the colored. However, as can be seen from the video on the cited link below, brutality by the police is across all races (You Tube, 2016). “All Live Matters campaign” is an all-inclusive campaign with the bigger picture of not only black people but the social respect of all human beings in light of law enforcement. The campaign is to sensitive the government and all the law enforcers to be fair in dispensation of their duties. It call for fairness and respect of human life regardless of the race. The recent killings by the police are clear indication of the disrespect of the human life that is slowly being cultivated to a culture. Our country stands for respect of the human life and this serves as a wakeup call for the general public and the governing institutions. The campaign aims at bringing reforms within the police department and ensure that the unfortunate cases will not be repeated again. All Lives Matters Campaign aims at bringing the wrongs within the disciplinary forces to the general public. The hope is to sensitive the law enforcers to accountably dispense their duties and services. Also hopes that all unlawful acts of the police department will be prosecuted and punished. The campaign also sensitizes the general public to respect the rule of law and also defend the constitution by supporting the law enforcer. The call is for everyone to join the ca.

1. 9
All Lives Matters Campaign
All lives Matter Campaign
Name
Course
Tutor
Date of Submission
This essay is to the young American who are the most frequent
users of social media. We at least have witnessed the police
brutality against our peers on the basis of their color.
On August 9th 2014, an 18yr old black male by the name
Michael Brown was fatally shot by a Caucasian police officer,
Darren Wilson in Ferguson Missouri. From accounts of the eye
witnesses, Michael was unarmed. Michael brown was shot 12
times with two of the bullets on his right hand possibly having
his arms. Earlier on July 12th 2014, Erick Garner, a 43 years
old African American died in the hands of police who were
arresting him. From the medical report on his death, it was
established that he died from choking inflicted on him by the
NYPD officer who was arresting him (CNN, 2014). These
killings made the public very angry and demonstrations arose
from different parts of the country. In Ferguson, unrest

2. continued for a whole week as people tried to present their
grievances. The “Black Lives Matters” campaign started with
the aim of fighting against the stereotypes on the African
American race. The police were accused of disregarding the
dignity of black people and thus killing voluntarily. The killings
were condemned countrywide and from the demonstration are a
clear indication of the people’s anger.
All Lives Matter; what it entails
The Black Lives Matters campaign is a noble campaign.
However, the major flaw with the campaign is that most of the
supporters think that the victimization is only towards the
colored. However, as can be seen from the video on the cited
link below, brutality by the police is across all races (You Tube,
2016).
“All Live Matters campaign” is an all-inclusive campaign with
the bigger picture of not only black people but the social respect
of all human beings in light of law enforcement. The campaign
is to sensitive the government and all the law enforcers to be
fair in dispensation of their duties. It call for fairness and
respect of human life regardless of the race. The recent killings
by the police are clear indication of the disrespect of the human
life that is slowly being cultivated to a culture. Our country
stands for respect of the human life and this serves as a wakeup
call for the general public and the governing institutions. The
campaign aims at bringing reforms within the police department
and ensure that the unfortunate cases will not be repeated again.
All Lives Matters Campaign aims at bringing the wrongs within
the disciplinary forces to the general public. The hope is to
sensitive the law enforcers to accountably dispense their duties
and services. Also hopes that all unlawful acts of the police
department will be prosecuted and punished. The campaign also
sensitizes the general public to respect the rule of law and also
defend the constitution by supporting the law enforcer. The call
is for everyone to join the campaign by signing the petition on
social media in solidarity for what the campaign stands for;

3. dignity of human life.
Reforms Aimed by All Life Matters Campaign
In their 2006 paper on the Scientific and Policy Review of the
Save 100,000 Lives Campaign, Wachet and Pronovost
acknowledges the success of the campaign. The campaign was
started by Dr. Don Berwick, the founder and the CEO of
Institutes for Healthcare improvement (IHI). The campaign was
to avert the ambiguity in health institutes and as he exclaimed,
“some is not a number and soon is not a time” (Wachter &
Pronovost, 2006). The success is attributed to the structure and
the social and political awareness that it raised. The All Lives
Matters campaign equally seek to raise the required political
awareness and publicity in the aim of bringing the required
reforms in the police forces. The reforms are definite and not
ambiguous.
The campaign aims for equal representation of all the racial
groups in the forces. This targets fairness in the recruitment
processes. It’s expected that the force should be an actual
representation of the country demographic. If for a given
community, 30% are Asians and 20% African Americans, the
forces should be an actual representation of the same, 30%
Asians and 20% African American. It’s practically impossible
to have the precise number but a close range which is sensible
can be achieved. The only way to achieve is for the recruitment
to be thorough and fair. All races should be given equal chances
to fairly compete for the chance to serve in the disciplinary
forces.
Cases of profiling against certain forces has been noted. This
mainly grow from the stereotypes propagated in the society and
are also present within the disciplinary forces. The major noted
case was the profiling of the Iraqi after the 9/11 terror attack.
Most Iraqi were prejudiced and assumed to be terrorists. A 14
year old Ahmed Mohamed was arrested for having for a
homemade clock in school. The police discriminated him and
saw for his race and not for who he truly is, an insolent young
citizen of America (Wallace, 2015). The same is experienced

4. and notably so among the blacks especially the young ones in
the low income neighborhoods like Ferguson, Missouri. If a
crime has occurred in a certain neighborhood, searches are done
with prejudice against the African American. The stereotype
assumes that African American are violent and criminals. This
campaign aims at sensitizing the law enforcers to treat all races
equally in such cases. All searches should be done without any
form of prejudice against a certain race. All races should be
treated equally and duly respected. The constitution gives every
citizen a right to be heard and represented in a court of law. The
constitution further dictates that every citizen is innocent until
proven guilty. The police should not act as the jury and the
judge, any police officer who defiles this right should be held
accountable and duly punished.
In the two cases cited above of police killing of civilian, it’s
sad to note that none of them was armed. The standard practice
of all disciplinary forces dictates that arms should not be used
against any citizen unless they are armed (Weatherup, 1988). It
is unfortunate to note that some sources could indicate that the
police might have shot one of the victims with arms high in
surrender. There should be zero tolerance to such cases. The All
Lives Matters emphatically emphasizes that cases of unarmed
citizen being killed should completely be eradicated and forever
unheard of. Even if the victim is clearly in the wrong, the law
enforcers should never use weapon as long as the person is not
armed. The constitution allows the police to use force in case of
violent suspects. However, forcefully arrest should be with
dignity and with respect for life. Injuries as should cause death
should be avoided. Such an unfortunate arrest as that of Eric
Garner, where he was choked to death by a police officer should
cease.
The All Lives Matters campaign not only recognize the
important of the life of civilians but as the title implicates,
ALL, police officers included. After the beginning of the “Black
Lives Matters”, a parallel campaign named “Blue Lives Matters
Too” was started. This was in the wake of the high publicity of

5. the Black Life Matters campaign and was aimed at reminding
the general public that the police are human being too. The All
Lives Matter campaign is an all-inclusive campaign which
recognizes the important role the police play in enforcing the
law and ensuring that the neighborhoods are as safe as they can
be. The campaign sensitives the public on this important role
that the law enforcers play. Whatever the police does is for the
greater good of the community. Due to the past experiences,
most people see the police as their enemy. They therefore fear
the police. The police on the other side sees all the civilians as
suspects, unlawful people whose only aim is to make their life
difficult. The animosity is therefore very large and of late
enlarging even more due to the recent happenings. The case of
Ferguson is a good example where the public, in response to the
unlawful killing by the police looted and were unruly for a
whole week. The police were running after the civilians
throughout and cases of injuries were reported. The mistrust
benefits neither side. The campaign aims at restoring this trust.
The general public will appreciate the noble task done by the
men in blue. The police will execute their mandates within the
confines of the law for the greater good of the community.
Conclusion
The racial animosity of the past in the society has found their
way to the police department. The consequences are entirely
being seen. Lives been lost as for the case of Brown and Eric.
Destruction and looting of property as the case witnessed in
Ferguson a year or so ago. The animosity between the police
and the public especially within low income neighborhoods is
greater and widening daily. The aim of the campaign is to bring
to a halt all these losses. The campaign is to reemphasize the
importance of all life and the dignity that is beyond the
pigmentation of the skin. The campaign is to sensitize the law
enforcers to be proactive in the dispensation of their duties in
ways that are fair and with dignity to the general public. The

6. call therefore is for every person who regard the aims of these
campaign to append their signatures to the petitions ongoing on
the social media. This is in solidarity and in agreement with the
principles highly regarded by this campaign. The hard copies of
the petition will be given to the officers at high ranks of all law
enforcers. The Federal agents, the Police Officers and all
sheriffs.
There are also a few pending cases of killings by the police
which are yet to be resolved. Delayed justice is denied justice.
The trauma to these families is much and speedy resolution to
these cases is the least the government can offer. The prosecutor
should hasten the evidence collection and all the processes
necessary. We hope that these cases will soon be heard and
judgement passed fairly. If the police are found guilty, we hope
that due justice will be done and they will be held accountable
for their wrong doings.
Finally, Donald Kettl, in his paper on The Transformation of
Governance, highlights devolutions, among other modes of
governance, as one of the revolutionary transformations done on
the government (Kettl, 2000). He emphasizes on the need to
bring services as close as possible to the citizens. He continues
to point out that the general public is not only governed but also
resources for governance. The people who takes part in
enforcing the law is the general public. The role of the general
public in protecting the constitution and upholding the rule of
law can never be over emphasized. It should be in the heart of
every citizen, as a result of loyalty and patriotism, to protect
and defend the constitution. This is by doing all things possible
to avoid breaking of the law. Patriotism call for all the general
public to uphold the law and live well with the rest of the
people. The people should also be ready to sensitize others on
the importance of keeping the law. The general public should
also be ready to assist and support the law enforcers is
dispensing their duties. Cases of crime or any unlawful acts
should be readily reported to the police or any relevant
authority. The great emphasis for every citizen is to understand

7. that the role of ensuring that the constitution is upheld and law
and order is kept in the neighborhood is not only the work of
the police but of all the general citizen.
Black Live, Blue live, White lives... Whichever the campaign,
All Lives Matters. This essay does not discredit any of these
campaigns. The movements might cause segregation and the
same mindset the white had against the black half a decade ago.
Great leaders like Dr. Martin Luther King believed in All Lives
Maters while other leaders like Malcolm X believed in
injustices against the blacks (Wallace, 2015) and the
consequences of their beliefs are forever inscribed in the walls
of history.
All Lives Matters and therefore all life should be lived a secure
and a lawful and secure neighborhood. Let’s stand up for this
country, let’s stand up for the constitution and let’s stand up for
human dignity. Make sure you sign the constitution.
References
Kettl, D. F. (2000). The transformation of governance:
Globalization, devolution, and the role of government. Public
Administration Review, 60(6), 488-497.
Wachter, R. M., & Pronovost, P. J. (2006). The 100,000 Lives
Campaign: a scientific and policy review. The Joint
Commission Journal on Quality and Patient Safety, 32(11), 621-
627.
Weatherup, Roy G. "Standing Armies and Armed Citizens: An

8. Historical Analysis of the Second Amendment." J. on Firearms
& Pub. Polly 1 (1988): 63.
CNN online News
http://edition.cnn.com/2014/07/20/justice/ny-chokehol-death/
Wallace, Z. (2015). Retrieved from All Lives Matters.
You Tube. (2016). Retrieved from
https://www.youtube.com/watch?v=UJ2yNZTbvpg
7/27/14
Appendix C
Fisher Exact Probability Test Results
Item 4. Research is the easiest class I’ve had.
Data
Yes or true
No or false
Total
Group 1
4
1
5
Group 2
2
3
5
Total
6
4
10

9. p=
0.24
(probability)
Item 5. Statistics has become a ho-hum matter for me.
Data
Yes or true
No or false
Total
Group 1
9
1
10
Group 2
3
7
10
Total
12
8
20
p=

10. 0.01
(probability)
Notice that you can put several of these on one page, unlike
with t-test data which requires a whole page for each item.
6/25/10
Item 3: There is a strong need for Arkansas to incorporate a
more intensive and medically accurate form of sex education.
Data, group 1
Data, group 2
5
5
5
5
5
5
5
5
5
4
5
4
5

11. 4
5
4
5
4
5
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
3
4
3

12. 3
3
2

13. Means
4.35
4.05
SD
0.75
0.69
t-value
1.32
Probability
0.19
12/1/15
NOTES FOR PREPARATION OF THE FINAL PAPER
1. Be sure to read the Etext section on the final paper and the
Directions for this last Unit prior to beginning your writing.
2. This is a paper that describes a project that is completed.
a. Change the future tenses in the Introduction section to past
tenses.
b. Change the future tenses in the Methods section to past
tenses.
c. Write the Results and Discussion section in past tense
d. It is over, done, finished, in the past.
3. If you used the phrase “A Proposal” on the title page, omit it
or change it to “A Pilot Study”.
4. Be sure to:

14. a. Implement all editing of your Proposal.
b. Run a spelling and grammar check when you’re finished,
before turning in the final product.
5. You have only to write a Results and Discussion section,
place it immediately after your already-done Methods section
(No blank lines separating them.), and add the appendices that
you’ve produced and that I’ve talked about. That would include
your informed consent and survey instrument and the data tables
that you’ve already completed during your data analysis
assignment.
6. The Results and Discussion section should have a very brief
introductory paragraph followed by side headings for Likert
items, for Y/N or T/F items, and for the qualitative item. There
should be paragraph headings comprised of the six survey item
statements. These paragraph headings should be bold with only
the first word capitalized. Do not place a period at the end.
The introductory paragraph should indicate that this was a pilot
study, that it is an example of descriptive research, and should
talk briefly about the small sample size and very limited
statistical power (See the section on power on your statistics
worksheet.). For each of the first five paragraph headings (Each
survey item) Start with a statement of rejection or failure to
reject the null hypothesis. Under each of the first five, you
should then tell whether the statistical result was significant or
not and then discuss what you feel is meaningful about the
differences between the means. Include a table showing the
means, standard deviations, and t-values for the Likert-type
items and a distribution and Fisher value for the yes or no
items. Consult the sample final paper in the text regarding
these tables. Concentrate your discussion on the means, not
frequencies. If there was an unusually great difference in
standard deviations, you might mention that because a large SD
negatively affects your ability to detect significant differences,
but please do not talk about frequencies, e.g. “two parents
agreed and three strongly agreed”. Leave that alone and just
deal with the mean values, their descriptors, and SDs. For

15. example, ‘The mean for administrators was 3.3, very close to
neutrality, while that of teachers was 4.8, for all practical
purposes, strong agreement’. Please review these past several
sentences carefully and tailor your discussion accordingly.. If
at all possible, cite from one or more of the sources you used in
the Review of Literature. In a full-blown formal research
project you would not discuss insignificant findings, but in this
pilot study you should because you went into the statistical
testing with a huge handicap of having a small sample. Finding
significance would be unexpected. However, if you did, you
then have a really strong basis for extensive discussion and
should emphasize any such significant findings. Even if only
near-significance occurs such as a t-value close to the criterion,
hit it hard in your discussion. For your sixth paragraph
heading, the statement that was open-ended, you should have a
rich narrative that is based on the most frequent common
threads that you find. The wording doesn’t have to be identical
for it to be a thread. For example, some of you, when
discussing traits of good teachers included caring, loving,
considerate, helpful, and a couple of other such words that
occurred frequently, all put together for the purposes of that
report under the heading of caring. In this qualitative analysis,
it is strategically good to indicate the number or percentage of
the sample whose data fits a certain characteristic or concept.
This is a means of weighting the importance of the various
points for your reader. This subsection will be developed
exactly as you did for the earlier qualitative report that you
wrote and did well on.
7. A brief Summaryand Recommendations section under a side
heading of one of these choices will finish your paper.
Summarize your findings in one brief paragraph, emphasizing
the most relevant items. The paragraph heading should be
Summary. Then, in a final paragraph (Heading,
Recommendations) , make recommendations for follow-up.
This could be to replicate the study in a formal manner with a
larger sample and a more comprehensive survey. It might be

16. that another recommendation would be to develop educational
materials or a presentation for parents so as to address some of
their misunderstandings that became apparent in the teacher-
parent comparisons. It might also be recommended that school
counselors should be exposed to in-service training that would
prepare them better to work with disturbed children. Of course,
your particular study will be different and you should develop
your recommendations for follow-up study or remediation
accordingly.
8. Be sure that you have made corrections to your edited
Proposal before you add on the new material. That is
imperative and I will be comparing your proposal wit-h the final
paper, making certain that this has been done. I do this by
having both on the screen simultaneously, side by side, so I
won’t miss any failure to comply with editing.
9. You will have several appendices. Each appendix should
have a title page that includes on one line the notation Appendix
A (or B, etc.) and double spaced below should be the title of
that appendix…describing what it includes. Center this
information and use a page break. Appendix A will contain
your survey instrument and the informed consent. Appendix B
will include pages for t-test result (See the spreadsheet
directions for preparation of these pages). Appendix C will be
the Fisher Test results. Appendix D will contain the raw data
provided by subjects responding to your open-ended item and
should look much like what you provided for the qualitative
paper analysis back in Unit Six (color-coded, etc.). Appendix E
will contain the common threads identified from one group’s
input with specific items from subjects listed under each item.
Again, this will look much like the collection of information
that you had on the qualitative paper done in Unit six.
Appendix F will be just like Appendix E, but will have data
from your second subject group. Color coding in Appendix E
and Appendix F should reflect the information color coded in
Appendix D.

17. 3
EVALUATING EDUCATIONAL RESEARCH
Objective: Following completion of this course, the student will
have sufficient knowledge of research theory that he or she will
be able to effectively use a checklist in evaluating educational
research journal articles.
The entire focus of some educational research classes is on
learning how to evaluate or interpret educational research as a
professional consumer. My personal view is that such an
approach sells the student short, failing to prepare her or him as
a producer of research. There will be many opportunities
throughout your professional career where you will profit from
being able to do your own research. Requests for proposals
(RFPs) are seen more and more frequently and following this
course, you’ll be well prepared to write a good grant proposal.
You will be able to do more survey research with larger samples
and more comprehensive instruments and should consider doing
so and publishing results. Administrators and teachers serving
on committees or boards could profit from being able to present
a review of research literature as support for their points of
view in dealing with controversial topics. Too many of your
peers will be working from an uninformed and sometimes
emotional base, but if you present formal printed copies of your
review of literature related to the topic in question, and do so
tactfully, you will gain in a couple of ways. First, and most
importantly your research might settle the controversy under
consideration. Secondly, you will stand out as a professional
and gain the respect of your peers and supervisors, win or lose
That being said, being able to assess others’ research is an
important skill and we will look at several points that you
should keep in mind.
1.What is the research design and is it sound? Consider your
answer on the basis of the concepts covered in this text.
2. Was there random sampling of subjects? Was the population

18. adequate for the purposes of the study? If convenience
sampling was used, was there any attempt to determine
equivalence of the groups or clusters? Were volunteer subjects
used? Was the sampling logical and unbiased? See the
preceding section in this text on sampling for thoughts
regarding this issue.
3. Was the sample large enough to ensure statistical power? A
problem that you will encounter in your pilot research is that
will a small sample it is almost impossible to detect significant
differences between groups. There is a formula that one could
use to give an estimate of the sample size needed prior to
commencing the research. N (the number of subjects desired)
= 2SD(t2)/D2 (Borg & Gall, 1979). SD would be the average
standard deviation in similar studies and t would be the
significant level of t found in previous studies. D represents
the spread between the two means in previous studies that is
thought to be of some practical value. For those of you who are
mathematically inclined, you could use this formula to
make a decision. Others can assume that a minimum sample
size of 20-30 would be adequate. I think I know which will be
the more popular approach.
4. Was the publication in a peer-reviewed journal? Peer review
is a process by which professionals in the field that the
journal represents review prospective articles for quality, with
many being rejected. The more prestigious the journal, the
more stringent the peer review process. If there was no peer
review, there is a serious question regarding the rigor of the
research. Good research is published in peer reviewed journals
rather than online, in magazines, or in newspapers.
However, no system is perfect and occasionally a bad piece of
research is published in a peer-reviewed journal.
5. Was the research reported in the media or was it a journal
article? If you got your information from the media, disregard
what you read and go to the original report that appeared in a
professional journal. It is more common than not that research
reported in magazines and newspapers is sensationalized with

19. little regard for precision in reporting.
6. Were reliability and validity reported for instruments used?
Are there other indications of quality in terms of length of
the instrument, discrimination ability, and comprehensive
nature?
7. Was there a potential conflict of interest? This happens more
and more as commercial ventures issue RFPs asking
educators to evaluate their products. Because extensive
funding is often involved, sometimes including consultation
fees for the researchers, there is definitely a possibility of
biased results. An obvious conflict of interest exists in such
cases and whether it is just or not, when there is a conflict of
interest I am no longer interested in the findings.
8. Did the study adequately address the criteria of Campbell and
Stanley for validity? This is not a simple question, for each
of their criteria must be addressed and multiple failures would
cast doubt on the strength of the study. Most of these points
will be addressed in the methods or procedures section.
9. After reviewing the methods or procedures section, could you
precisely replicate the study? This section should have
enough detail to satisfy that requirement. If anything is in
question, structure of this section is lacking rigor.
10. Does the results and discussion section present the data and
its interpretation in a cohesive and logical manner? Has the
purpose of the study been fulfilled? Are tables and figures
self-explanatory? Is the total paper readable and well
organized? Did the introductory paragraphs sell the need for
the research? Were citations of previous related works
effective in laying the groundwork leading up to this research?
With greater professional maturity and experience in using
research literature, you will become more proficient in
evaluation of research papers. Addressing the ten items
presented here will go a long way in helping you evaluate
educational research articles.
Suggested reading
Borg, W.R. & and Gall, M. (1979). Educational research: An

20. Introduction (3rd ed.). Oxford, England: Longman.
Creswell, J. W. (2011). Educational Research: Planning,
Conducting, and Evaluating Quantitative and Qualitative
Research (4th Edition). Upper Saddle River, N.J.: Pearson.
Hittleman, D. R. & Simon, A. J. (1997). Interpreting
Educational Research (2nd ed.). Upper Saddle River, New
Jersey: Merrill.
THE FINAL PAPER
Objective: Following completion of this course, the student will
have completed a full manuscript describing a completed
research project and the quality of this paper will be good to
excellent.
Depending on the requirements of a journal editor, a
particular professor or a department, there is generally a cover
page that includes the title, author, and perhaps information
regarding the course and date. PERRLA will take care of most
of this automatically. If you are writing for publication, the
publisher will dictate the format of the cover page as well as
organization of the manuscript. While there are variations, the
sections described below are very commonly seen in educational
research papers. Your proposal, discussed in the preceding
section, consisted of the first three sections that you will
include in the final paper, written in future tense, plus your
reference list. Going from the proposal to the final manuscript
involves adding the fourth section, results and discussion, and
appendices as well as changing tenses in the proposal A
proposal is written in future tense, describing what you plan to
do. Please see the model final paper in Appendix D. A final
manuscript or research paper done for publication purposes is in
past tense, describing what has taken place.
Introduction section
The introduction section should sell the reader on the
importance of the paper. It should include, going from general
to specific, background information with citation of a few of the
most important supportive related studies. Logic should lead

21. the reader through this general-to-specific background
information to a point where a problem is identified. That
problem will be explained as missing information, research
being needed on a specific population that has been ignored, or
some other spinoff from previous works. It should then end
with a statement, “The purpose of this study was to compare
perceptions of…” (Note the past tense – the study has been
completed. It would be in future tense in the proposal. I know
this might be the third time I’ve made this point!). This section
might be a page or two in length. Depending on the professor’s
preferences, you might also include at this point a research
hypothesis and/or a null hypothesis. For this class paper you
will finish with a statement of the problem and a null hypothesis
in both the proposal and the final paper.
Review of literature
The review of related literature section should be an
exhaustive compilation, logically organized by subtopics. The
length of this section is often dictated by the professor for
whom the paper is written. Some might ask for a certain
number of pages; others might require a specific number of
references. I have asked that a minimum of fifteen peer-
reviewed journal articles be included in your review. You have
permission to use LexisNexis in finding a current article that
might help make the case for the study in the introduction and
you can also use Internet sources, but these must be in addition
to the peer reviewed journals.
Methods
The next section is entitled methods or sometimes
procedures. The test of this section’s success is whether
another individual could precisely replicate your study through
reading this section. Subjects’ characteristics must be detailed,
how experimental and control groups were selected is critical,
details regarding the experimental treatment and testing,
development of the survey instrument if one is used, description
of any equipment or other instruments used, and the statistical
treatment used must be included. No detail should be missed.

22. Remember the test: Can anyone read your methods section and
precisely replicate the study?
Results and discussion
Some professors and some journal editors prefer separating
these into two sections, results in one, discussion in the other. I
prefer the combination, for to me presentation of each part of
the results is logically complemented by immediate discussion
of what it means and how it relates to previous research. The
latter implies the need to cite studies that agree or disagree with
your findings. This section, like the Review of Literature,
generally requires generous use of subheadings to assist the
reader. For quantitative studies, figures and tables should be
used to assist the reader. For your survey study, you should
have a side heading for each item and each of these subheadings
should have a figure and/or a table. You should address the null
hypothesis in the results and discussion section. For each
survey item, was it rejected or did you fail to reject it? Avoid
listing numbers of subjects who responded this way or that way,
but rather talk about group mean and whether they were
significantly different or not. Be sure to translate what mean
values refer to in terms of possible responses. For example,
“The mean of 4.2 was close to agree”; “ The mean, 1.5, was
about midway between disagree and strongly disagree.” Unlike
in formal research, in this pilot study you must discuss
insignificant differences. Were they in general agreement or
was there an apparent difference (not significant) that makes
you want to give it to a larger sample? If both groups are in
strong agreement or strong disagreement, that is important to
know and worthy of discussion. If you see a standard deviation
that is obviously much larger than that of the other group, talk
about possible reasons for the wide variance in their scores
because that could negatively affect your ability to find a
significant difference between the means. The bottom line?
Look at your findings, think outside the box, and do a thorough
discussion.
Conclusions and recommendations

23. This is a very brief summation of your findings and a
general interpretation of the outcomes. Recommendations for
follow up research should be included here. Two kinds of
recommendations are required. First, where group differences
exist, give some steps that could be taken to help bridge the gap
in misunderstandings or disagreements. Second, make
recommendations for adjustments to this pilot study that you’d
make in implementing a formal follow up research project (For
example, and larger samples, different groups, comprehensive
survey instrument, etc.).
References
This section, developed, according to APA style ends the
main body of the report. Following this semester, some day you
might write a paper that is not oriented towards education and
you find that the journal you seek to publish in requires another
style. In that case, you would have to obtain an appropriate
style manual and prepare your manuscript accordingly. When in
Rome, do as the Romans do. I’ve done just that many times and
it is an aggravation to move between manuscript styles. Of
course, the easy way out is to stick to APA style journals!
Appendices
Appendices aren’t often included in journal articles, but
for class papers of different sorts an appendix will sometimes
be appropriate. Theses and dissertations almost always have
one or more appendices. For this class paper, a copy of the
informed consent and survey will be Appendix A. Appendix B
will include a copy of part of the t-test spreadsheet that shows
the raw data, the descriptive statistics, and the results of the t-
test for each Likert-type item (see the spreadsheet for
directions). Appendix D will contain tables of Fisher Exact
Probability distributions and results (see the Fisher Test
spreadsheet for directions). Appendix E will include all
qualitative input from subjects, and Appendix F will have the
common themes listed, with respondents’ comments that apply
listed under each theme.
Each appendix should have a title page that includes the

24. name of the appendix (Appendix D, for example) and the
contents of that particular appendix (in this case, Fisher Test
Distributions and Results) centered on separate double spaced
lines, appearing about 1/3 of the way down the page. The pages
immediately following will contain the material within the
particular appendix.
Suggested reading
Murray, T. R. (2003). Blending qualitative & quantitative
research methods in
theses and dissertations. Thousand Oaks, Calif.: Corwin Press.
Thyer, B. A. (2008). Preparing research articles [electronic
resource]. New
York: Oxford University Press.
Model Final Paper
Comparison of Special Education Students and Their Teachers'
Perceptions Regarding Mainstreaming: A Pilot Study
Mollee Thomason
Southern Arkansas University
At the beginning of the 20th century, children with a
learning disability were not deemed educable” (Rae &

25. McKenzie, 2010, p. 12). Now, children with learning
disabilities both mild and severe are being educated in
mainstreamed classrooms along with their nondisabled peers.
All children have the human right to an education. All children
should become lifelong learners and have equal access at all
levels of society to those learning opportunities. The 48th
session of the International Conference on Education (ICE) was
held in Geneva in November of 2008. The outcomes of this
session presented a broadened concept of mainstreaming or
inclusive education. This concept includes education systems
aiming and achieving quality education for all. A key role for
teachers must be to meet the needs of such diverse learners’ and
to promote mainstreaming in education. Mainstreaming or
inclusive education is closely associated with international
efforts in achieving and sustaining the Education for All
agenda. The two main concerns usually focused on by policy
discussion are the choice between special education or
mainstreaming and how to respond to the needs and
expectations of targeted excluded groups. These groups being
linked to gender, cultural, ethnic, socioeconomic, and in some
cases migrant factors. Nowadays, mainstreaming is considered
to be high quality, friendly, and a diverse learning environment
for all (Brady & Opertti, 2011).
Research regarding teacher perceptions toward mainstreaming is
limited. Research regarding special education students’
perceptions toward mainstreaming is extremely limited. What
are teacher perceptions towards mainstreaming in their
classrooms? Given a choice, would teachers prefer no
mainstreamed students in their classroom? What are student
perceptions towards mainstreaming? Given a choice, would
students prefer the mainstreamed class or a segregated class?
More research should be done in order to answer these
questions. The purpose of this study was to compare the
perceptions of special education students and their teachers
regarding mainstreaming. The null hypothesis was that there
will be no significant statistical differences between the two

26. groups’ perceptions regarding selected aspects of
mainstreaming.
Review of Literature
In today’s world of education, students with disabilities from
mild and moderate to severe are frequently being educated in
the same classroom with their nondisabled peers as was the case
prior to the emergence of special education. In the recent past,
students with disabilities were just warehoused and kept
separated from their nondisabled peers.
Special Education Beginnings
Specialized institutions were set up at the beginning of the 20th
century by voluntary agencies to take in ‘idiot’ children with a
learning disability that were not deemed educable. The aim of
these agencies was to train these children to become productive
and valuable members of society. At this time in society, these
children were usually accommodated in classrooms separate
from their peers and generally not entitled to an education (Rae
& McKenzie, 2010). According to Rae and McKenzie, in 1978,
this changed with the publication of the Warnock report. This
report argued “that children with special educational needs,
including those with a learning disability, should, where
possible, be educated in mainstream classrooms” (Rae &
McKenzie, 2010, p. 12). Special education in the mainstreaming
movement operates by the ‘least restrictive environment.’ The
least restricted environment is one in which all services are
provided in the general education classroom. The general
education teacher is provided support and consultation services
from the special education department in order to give the
student the necessary support to function fully in the general
education classroom. This placement option serves as a bridge
between regular education and special education and is critical
to the success of the mainstreamed school (Junkala & Mooney,
1986). Those people with disabilities should, whenever possible
have a lifestyle that closely resembles the lifestyles of the
general population (Rae & McKenzie, 2010).
In relation to educating children with special educational needs,

27. the term ‘integration’ has been replaced by the term ‘inclusion.’
Mainstream schooling has been restructured to accommodate the
needs of all children regardless of their abilities or disabilities
(Rae & McKenzie, 2010). Mainstream schooling or inclusive
education is closely associated with an international effort to
achieve and sustain an agenda of Education for All (Brady &
Opertti, 2011). In recent years, students with disabilities are
being educated side by side with their nondisabled peers with
increasing frequency. These increases include both students
with mild disabilities and students with severe disabilities
(Cook, Cameron, & Tankersley, 2007). Research suggests that
some teachers feel they haven’t received sufficient training to
meet the special needs for this group of children. Not all
teachers hold a positive attitude towards inclusion (Rae &
McKenzie, 2010).
Teachers’ Attitudes
Attitudes stem from multiple factors. These factors include
personal experience, observation of others, and emotional
processes. Attitudes have a direct impact on behavior (Rae &
McKenzie, 2010). Rae and McKenzie (2010) define attitude as a
“predisposition to think or act in a particular way in response to
a specific stimulus.” (p. 14). Implementation of controversial
policies, such as mainstreaming of students with disabilities
both mild and severe, can be facilitated or hindered by the
attitudes of the professionals involved (Rae & McKenzie, 2010).
Historically, teachers of general education have not had a
favorable reaction to the increased number of students with
disabilities mainstreamed into their general education
classrooms. Early studies showed the apprehension of teachers
about the quality of academic work produced by children with
disabilities in these mainstream classes. These early studies also
showed teacher concerns about their own levels of preparedness
for the mainstreaming of these students with disabilities and the
amount of one-on-one time that might be required for each
individual disabled student (Bender, Vail, & Scott, 1995). More
recent studies have shown that, “In general, teachers have

28. expressed positive feelings toward the general concept of
inclusion, but have been less optimistic about the degree to
which they are adequately prepared to successfully implement
inclusion” (Cook et al., 2007, p. 230). Teachers’ attitudes
toward mainstreaming depend highly “on the degree of intensity
of mainstreaming and the severity level” (Leyser & Tappendorf,
2001, p. 752). As the inclusive movement gains momentum in
our society, teachers’ attitudes tend to become progressively
more positive (Jones, Thorn, Chow, & Wild, 2002). Increased
training and knowledge in mainstreaming relate to the formation
of more positive attitudes. Teachers with a more extensive
training in mainstreaming are known to use a more
differentiated instruction more frequently than teachers with no
or very little training (Leyser & Tappendorf, 2001).
Some teachers show a resistance to any contact with disabled
students. This resistance leads to the perception that with the
inclusion of these students with disabilities instructional time
can be seriously strained (Johnson, 1987). Educators hold four
attitudes toward their students. These attitudes are attachment,
concern, indifference, and rejection. Based on these attitudes, a
series of observational studies established that teacher/student
interactions consistently differ (Cook et al., 2007).
Students’ Attitudes
The success of the inclusive movement or mainstream schooling
is largely dependent on the attitudes of students, parents,
teachers and administrators. In the past, research pertaining to
this inclusive movement involved only the attitudes of teachers.
To be successful, the attitudes of the students cannot be
ignored. Whether or not the special needs student can learn to
socialize with the regular education students in the general
education classroom must be considered. Whether or not the
regular education student will be receptive of students with
special needs in the general education classroom setting is
important as well. In general, attitudes of special needs students
are positive, as well as the attitudes of regular education
students. It is said that special needs students receive over 300

29. percent more social interaction in an inclusive mainstream
classroom setting than in a segregated classroom. This social
participation is likely the reason for the increased improvement
in the academic performance of the special needs student in the
inclusive mainstream classroom setting compared to the same
special needs student in a segregated classroom setting. This is
complemented by the fact that peer tutoring tends to reinforce
and significantly boost performance levels of special needs
students. These relationships are so important in inclusive
classrooms. In order for the inclusive movement or mainstream
schooling to be successful, it is imperative for these students,
both special needs and regular education to have positive
attitudes. Data that pertains to student attitudes seems to
indicate a formation of positive social relationships between
special needs students, even those with severe disabilities, in
the inclusive classroom setting (Jones et al., 2002).
Special needs students have a positive attitude towards a
student-centered approach to inclusion. Jones et al. (2002)
showed that the attitudes of special needs students are
significantly more positive than their parents and regular
education students. This would indicate that special needs
students are “more tuned in to the concept of inclusion than
both their parents and the regular classroom students” (Jones et
al., 2002, p. 631). Students with multiple disabilities, including
deaf-blindness are increasingly being educated in an inclusive
mainstream classroom with their nondisabled peers. Research
has shown that students with multiple disabilities depend more
on their teachers for communication. Also, these students are
not very likely to initiate any type of interaction with their
nondisabled peers. For students with disabilities to become part
of the classroom and school community, all students in that
school community, regardless of any weaknesses or their
strengths, should be included even those with multiple
disabilities and those with deaf-blindness (Correa-Torres,
2008). Students with multiple disabilities such as those with
deaf-blindness have a greater chance to learn socialization skills

30. within the inclusive mainstreamed classroom setting.
To enable students with special needs and physical disabilities
to participate more fully and richly in various activities and
inclusive classrooms, some schools have adopted the use of
assistive technology devices (ATD). These devices can be high
tech or low tech. Research has shown that assistive technology
devices are not being used by students in a postsecondary
education. Students’ feel the devices attract unwanted attention
from their peers and therefore threaten their sense of fitting in.
Hemmingsson, Lidstrom and Nygard (2009) argue that “A better
understanding of the students’ views on and experiences of
barriers to and facilitators of ATD use in school will help health
professionals to suggest optimal ATDs for each child and
situation” (p. 464). They found that students said they wanted to
use ATD’s, but when actually provided with the ATD’s, the
students would not use them. The study also showed that
students were reluctant to use ATD’s provided to improve their
performance later in life. Students were more prone to use the
ATD’s when their function was increased. In this same study,
observations showed that students’ tried to avoid ATD’s that
made them feel different in any way or that might complicate or
threaten any social interaction with their peers. Using assistive
technology or not, in an inclusive mainstream classroom or not,
students with disabilities want to be accepted by their peers
socially. Regular education students want the same thing. All
students want to be accepted socially by their peers.
Summary
There is a wide range of material available about teacher
attitudes of inclusive mainstreaming. The material available
about student attitudes is a much smaller range. Teacher
attitudes toward mainstreaming did not start out in a favorable
way. With training in strategies teaching students with special
needs in an inclusive mainstream setting, teacher attitudes have
been more positive. Most students with disabilities have a
positive attitude about mainstreaming. Students with disabilities
are just like any other student in that they want to be accepted

31. socially by their peers and feel a part of the school community.
These are students with mild disabilities to students with
multiple disabilities such as deaf-blindness. Some of these
students use assistive technology and some do not. The success
of any program depends on the attitudes of those involved. The
program of mainstreaming can only be as good as the attitudes
of the students and teachers and others involved.
Methods
This pilot study was descriptive in nature, giving a snapshot of
conditions as they existed rather than using an experimental
design with an intervention. It involved a small sample so that
the limited power would be unlikely to detect differences even
if they existed. Further, because of time constraints, an
abbreviated survey was used. This pilot study was exploratory
in nature, designed to would precede formal research if such
should be indicated following completion.
Subjects
All subjects were selected from the Fouke, Arkansas High
School. Five participants in this survey study included special
education students from grades ninethrough twelve.
Thequestionnaire was also administered to five general
education teachers who had special education students in their
classes. Selection was random from lists of special education
students and general education teachers who met the criterion
stated.
Instrumentation
The researcher created a questionnaire that focused on
perceptions regarding mainstreaming. The questionnaire
consisted of six questions. It contained three Likert type items
on which respondents answered with strongly agree, agree,
neutral, disagree, or strongly disagree. Numerical values of 1 to
5 were assigned to the responses for purposes of analysis. The
questionnaire also had two yes-no questions and one open
response item. It was validated by fellow experts in the field of
education who included two classmates through discussion
board interaction and the professor of the research methods

32. class.
Procedure
The researcher distributed the survey personally to each subject
on an individual basis. Each subject was notified via an
informed consent document that the research would be used to
gather information on perceptions regarding mainstreaming.
There was an assurance of anonymity in the informed consent.
Subjects completed the six question survey immediately upon
receipt. Each subject provided basic demographic information
as directed on the questionnaire. All responses were collected
by the researcher immediately upon completion.
Analysis
Likert-type items. Means and standard deviations for both
groups were calculated for each question. Analysis of
differences between the means was accomplished by means of t-
tests, with decisions on significance made at alpha=.05.
Yes/No. A table showing the number of yes and no responses
for both groups was developed for each question. This was used
to calculate the probability of such occurrences and if the value
is less than alpha, .05, it will be considered that a significant
group difference for that question had been detected.
Open-ended item. Analysis of the open-ended survey item was
accomplished by standard qualitative methodology. Repetitive
themes were sought and discussed in view of previous research
findings.
Results and Discussion
The purpose of this study was to compare the perceptions of
special education students and their teachers regarding
mainstreaming. This study supports recent research in the field
of special education where teachers hold a positive attitude
towards mainstreaming. Teachers’ and students’ perceptions
towards mainstreaming are generally supportive both understand
the importance of learning. This study had a mandated five
subjects per group, almost assuring no significant differences in
the findings. As expected, there was failure to reject the null
hypothesis for all of the first five survey items. Generally,

33. insignificant differences are not discussed in formal research
papers. For this pilot study, there will be discussion of findings
from the statistical analysis of each survey item.
Likert-Style Items
Students with disabilities should be taught in general education
classrooms with their nondisabled peers. The null hypothesis
for this item was not rejected.There was no significant
difference between teachers’ and students’ perceptions though
means for the two groups were quite different (see Table 1).
The general opinion of the students in this very
Table 1. Analysis results for mainstreaming
Likert-type item
Group
Mean
SD
t
Sig?
Students with disabilities should be taught in general education
classrooms with their nondisabled peers.
Teachers
3.8
1.10
1.71
No
Students
2.2
1.79
small sample of subjects was that disabled students should be
educated separately from the general education population, in
apparent disagreement with opinions of teachers. Cook,
Cameron, & Tankersley (2007) reported an increasing

34. prevalence of mainstreaming students with mild and severe
disabilities, a practice contrary to student attitudes found on
this survey item. Present findings of nonsignificant differences
might be reversed if the survey instrument should be
administered to a much larger group of subjects. The relatively
large difference between means and the value of t approaching
significance certainly merits further investigation. There is also
need for research on the reasons for this student resistance and
perhaps on means to modify this negative attitude.
A teacher’s attitude towards mainstreaming affects the learning
of all students. The null hypothesis for this item was not
rejected (See Table 2).No significant differences were noted
between means of the two groups. The mean for teachers, 4.8,
indicated near unanimity
Table 2.Analysis results for teachers’ attitude toward
mainstreaming
Likert-type item
Group
Mean
SD
t
Sig?
A teacher’s attitude towards mainstreaming affects the learning
of all students
Teachers
4.8
0.45
1.31
No
Students
3.8
1.64

35. in strong agreement, but that of the students, 3.8, approached
simple agreement. Present findings are thus consistent with the
idea that teacher attitude affects the quality of instruction
(Leyser & Tappendorf, 2001). All teachers surveyed and the
majority of the students agreed that the teacher’s attitude
towards mainstreaming affects the learning of all students, the
differences between the means apparently being only in the
strength of conviction about the importance of teachers’
attitudes. Even though both groups are in general agreement,
the means of 4.8 and 3.8 indicate the possible need for further
study of this point with perhaps a more discriminating set of
questions.
Teachers need specialized training to effectively teach those
students with disabilities who may be included in their regular
classroom. The null hypothesis for this survey item was not
rejected.The t-test showed no significant differences resulting
in a value of 0.00, not surprising since the means were identical
(see Table 3). Johnson says “a necessary
Table 3.Analysis results regarding specialized training
Likert-type item
Group
Mean
SD
t
Sig?
Teachers need specialized training to effectively teach those
students with disabilities who may be included in their regular
classroom.
Teachers
4.4
0.89
0.00
No

36. Students
4.4
0.89
ingredient to successful mainstreaming is the training and
retraining of regular classroom teachers” (p. 231), an opinion
upheld to the same degree by beliefs of the two groups in this
pilot study. This concurrence indicates that further
investigation on this point would probably be a waste of effort.
Yes/No Items
The learning of the nondisabled student suffers by being
educated in a mainstream classroom along with students with
disabilities. The null hypothesis for this item was not rejected.
Analysis revealed a Fischer Test value of .08, close to the .05
required for significance (see Table 2). All teachers said that
no, the learning of the nondisabled student did not suffer
Table 4. Distribution of responses to survey item number four
The learning of the nondisabled student suffers by being
educated in a mainstream classroom along with students with
disabilities
Yes
No
Fisher Exact Probability
Teachers
0
5
0.08
Students
3
2

37. by being educated along with disabled students in a
mainstreamed classroom, but a majority of students disagreed.
These findings in such a small sample suggest a possible
difference of opinion between teachers and students that merits
further investigation with a larger sample of subjects. Rae &
McKenzie (2010) reported that children with learning
disabilities should be educated in mainstream classrooms and it
would be of interest to learn more about the reasons for the
dissenting students’ opinion on this survey item.
In a mainstream classroom, teachers spend more time with
students with disabilities. The null hypothesis for this item was
not rejected.Findings indicate there were no significant
differences, with a Fischer Test value of .4, far from the alpha
level of .05 required for significance. In-service training can
assist teachers to facilitate instruction, provide positive
reinforcement, and to initiate contact with the disabled student
by using systematic instruction (Johnson, 1987). Both groups in
this pilot study are in general agreement that this would require
more time with the disabled students (70% of the sample
responded ‘yes’; see Table 3. The
Table 5. Distribution of responses to survey item number five
In a mainstream classroom, teachers spend more time with
students with disabilities.
Yes
No
Fisher Exact Probability
Teachers
3
2
0.4
Students
4
1
general agreement with this concept certainly opens the

38. situation for criticism by parents of nondisabled students that
such an arrangement puts their children at a disadvantage, but
that is beyond the scope of the present research.
Qualitative Analysis
What is your main concern about mainstreaming? A qualitative
analysis of teachers’ and students’ main concern about
mainstreaming resulted in some commonalities in their
perceptions. Teachers and students alike were concerned that
the teacher does not have adequate time to spend with the
disabled student to give one-on-one instruction. Four out of five
of the teachers were concerned about not having adequate time
for one-on-one instruction with the disabled students in their
mainstreamed classrooms. One student was concerned that
teachers spend more time teaching students with disabilities
than students without disabilities while two others expressed
concern over disabled students not getting enough attention.
This is particularly interesting in view of responses to survey
item 5 in which 70% of respondents said that teachers already
spend more time with the disabled. Quite obviously, this is a
matter requiring clarification through further research. One
other repetitive theme was concern about the disabled student
being picked on or made fun of by other students. This would
be a form of bullying and if it occurs, surely teachers have the
responsibility to deal with it. Because of the serious nature of
the claim, this is another point that should be addressed in
subsequent research.
Summary and Recommendations
Summary. The purpose of this study was to compare the
perceptions of special education students and their teachers
regarding mainstreaming. An analysis of data from both teacher
and student respondents has shown there were no significant
differences in their perceptions regarding mainstreaming,
resulting in failure to reject the null hypothesis for any survey
item. The majority of teachers believe that students with
disabilities should be taught in the mainstreamed classroom
with their nondisabled peers, but the majority of students

39. surveyed disagreed. Both groups were in general agreement that
the attitude of the teacher toward mainstreaming affects the
learning of all students, with teachers’ opinions being stronger.
Both groups agreed that teachers need specialized training to
teach students with disabilities in a mainstreamed classroom.
Seventy percent of respondents believed that the learning of the
nondisabled student does not suffer by being educated in a
mainstream classroom along with students with disabilities,
with no significant group differences. The same percentage,
again with no group differences, agreed that teachers spend
more time with students with disabilities in a mainstreamed
classroom. The main concern of both teachers and students is
teachers having adequate time to spend with the disabled
student and give one-on-one instruction.
Recommendations. Any program can only be as good as the
attitudes of the individuals involved in the program, teachers
and students in this case. This includes the attitudes of special
education students as well as the attitudes of regular education
students. This study indicated that teacher attitudes toward
mainstreaming were general positive, but there was some
negativity expressed or implied. More studies should be done
with larger sample sizes, with a more comprehensive survey
instrument, and with consideration of possible gender
differences and views of disabled and nondisabled students.
Thus, the attitudes of teachers and students regarding
mainstreaming should be looked at more in depth and on a much
larger scale. Further, the important thing is for all students,
disabled and nondisabled, to be optimally educated and means
must be sought or developed whereby students’ attitudes
towards special education inclusion in the mainstream might be
improved.
References
Bender, W. N., Vail, C. O., & Scott, K. (1995, February).
Teachers’ attitudes toward increased mainstreaming:
implementing effective instruction for students with learning
disabilities. Journal of Learning Disabilities, 28(2), 87-94, 120.

40. Retrieved from http://webebscohost.com
Brady, J., & Opertti, R. (2011). Developing inclusive teachers
from an inclusive curricular perspective. Prospects, 41, 459-
472. http://dx.doi.org/10.1007/s11125-011-9205-7
Cook, B. G., Cameron, D. L., & Tankersley, M. (2007, Winter).
Inclusive teachers’ attitudinal ratings of their students with
disabilities. Journal of Special Education, 40(4), 230-238.
Retrieved from http://webebscohost.com
Correa-Torres, S. M. (2008, May). Journal of Visual Impairment
& Blindness, 102(5), 272-283. Retrieved from
http://webebscohost.com
Hemmingsson, H., Lidstrom, H., & Nygard, L. (2009, July-
August). Use of assistive technology devices in mainstream
schools: students’perspective. American Journal of
Occupational Therapy, 63, 463-472. Retrieved from
http://go.galegroup.com.libproxy.saumag.edu
Johnson, A. B. (1987, Spring). Attitudes toward mainstreaming:
implications for inservice training and teaching the
handicapped. Education. Retrieved from
http://go.galegroup.comlibproxy.saumag.edu
Jones, M. N., Thorn, C. R., Chow, P., & Wild, C. (2002,
Spring). Equifinality: parents’ and students’ attitudes towards a
student-centered approach to integration. Education, 122(3),
624-635. Retrieved from http://webebscohost.com
Junkala, J., & Mooney, J. F. (1986, April). Special education
students in regular classes: what happened to the pyramid?
Journal of Learning Disabilities, 19(4). Retrieved from
http://webebscohost.com
Leyser, Y., & Tappendorf, K. (2001, Summer). . Are attitudes
and practices regarding mainstreaming changing: a case of
teachers in two rural school districts?, 121(4), 751-760.
Retrieved from http://webebscohost.com
Rae, H., & McKenzie, K. (2010, December). Teachers’ attitudes
to mainstream schooling. Learning Disability Practice, 13(10),
12-17. Retrieved from
http://go.galegroup.comlibroxy.saumag.edu

41. Appendix A
Survey Instrument and Informed Consent
Perceptions of Mainstreaming
Please check one of the following:
_____ I am a student. _____ I am a teacher.
Directions: Please answer questions 1-3 by marking an X by
your answer of choice in regards to mainstreaming.
Mainstreaming is educating special education students in the
regular general education classroom with nondisabled students.
1. Students with disabilities should be taught in general
education classrooms with their nondisabled peers.
_____ Strongly agree
_____ Agree
_____ Neutral
_____ Disagree
_____ Strongly disagree
2. A teacher’s attitude towards mainstreaming affects the
learning of all students.
_____ Strongly agree
_____ Agree
_____ Neutral
_____ Disagree
_____Strongly disagree
3. Teachers need specialized training to effectively teach those

42. students with disabilities who may be included in their regular
classroom.
_____ Strongly agree
_____ Agree
_____ Neutral
_____ Disagree
_____ Strongly disagree
Directions: Answer questions 4-5 by marking either yes or no
based on your ideas of mainstreaming.
4. The learning of the nondisabled student suffers by being
educated in a mainstream classroom along with students with
disabilities.
_____ yes
_____ no
5. In a mainstream classroom, teachers spend more time with
students with disabilities.
_____ yes
_____ no
Directions: Please answer question 6 with your concern about
mainstreaming.
6. Please discuss your main concerns about mainstreaming? If
you need more space, please use the back of this page.

43. Thank you so much for completing this questionnaire on
mainstreaming. Your consideration and time are greatly
appreciated!
Informed Consent
There seems to be a possible difference of perceptions
between teachers and students concerning the benefits and
disadvantages of mainstreaming. Mainstreaming is educating
special education students in the regular education classroom.
The purpose of this study will be to compare the perceptions of
these two groups. By pinpointing different ideas, the problems
can be attacked by both groups working together effectively.
The survey will be completed anonymously and no one
will have access to your responses. Your name will not appear
anywhere on the survey and will not be used in reporting. You
have the right to refuse to take part in the survey. You have the
right to stop at any point while taking the survey if any part
makes you feel uncomfortable. These are basic rights. Your
refusal to take part or stopping at any point will not be a source
of concern to the researcher. There will be no bad feelings on
the part of the researcher.
I have had an opportunity to ask questions about the
research and all procedures and now give my consent to
participate.
_____________________________
_______________
(Subject’s signature)
(Date)

44. _____________________________
_______________
(Witness’ signature)
(Date)
____________________________
_______________ (parent’s signature for minor)
(date)
Appendix B
Results of Statistical Analysis of Likert-type Items
Item 1: Students with disabilities should be taught in general
education classrooms with their nondisabled peers.
Teachers
Students
4
1
4
1
5
1
4
5

45. 2
3
Means
3.8
2.2
SD
1.10
1.79
t
1.71
probability
0.13
Item 2. A teacher’s attitude towards mainstreaming affects the
learning of all students.
Teachers
Students
5
2
5
5
5

46. 5
4
2
5
5
Means
4.8
3.8
SD
0.45
1.64
t
1.31
probability
0.25
Item 3. Teachers need specialized training to effectively teach
those students with disabilities who may be included in their
regular classroom.
Teachers
Students
4
4

47. 5
5
5
3
3
5
5
5
Means
4.4
4.4
SD
0.89
0.89
t
0.00
probability
1.00

48. Appendix C
Fisher Exact Probability Analysis Results
Item 4. The learning of the nondisabled student suffers by
being educated in a mainstream classroom along with students
with disabilities.
Data
Yes
No
Total
Teachers
0
5
5
Students
3
2
5
Total
3
7
10
p=
0.08
(probability)
Item 5. In a mainstream classroom, teachers spend more time
with students with disabilities.
Data
Yes
No

49. Total
Teachers
3
2
5
Students
4
1
5
Total
7
3
10
p=
0.42
(probability)
Appendix D
Raw Data for the Open Response Item

50. What is your main concern about mainstreaming?
Teachers
T1- Is the student getting the best possible help they need?
Many times one-on-one is needed yet limited in
the classroom.
T2 - Having the extra time to spend with the children who
have disabilities.
T3 - The IEP must be realistic. Having expectations that
cannot be met by the student is defeating for the
student and the teacher.
T4 - Is the mainstreamed student receiving enough one-on-
one instruction?
T5 - Not being able to give adequate attention to all
students. Expect too much or too little from
mainstreamed kids.
Students
S1 - Teachers spending more time teaching students with
disabilities than students without disabilities.
S2 - the kids would get picked on or they would not be
able to learn as much as the other nondisabled kids.
S3 - That disabled students are not getting the attention
needed for them to get the best education
possible.
S4 - Disabled students not getting enough one-on-one
instruction.

51. S5 - Nondisabled people making fun of disabled people
and the people with disabilities not getting the
attention they need.
Appendix E
Words or phrases under common threads
Data organized for discussion
Not enough time
T1 - one-on-one is needed yet limited
T2 - Having the extra time to spend with the children who
have disabilities
T4 - enough one-on-one instruction
T5 - Not being able to give adequate attention to all
students
S1 - Teachers spending more time teaching students with
disabilities
S3 - disabled students are not getting the attention needed
S4 - Disabled students not getting enough one-on-one
instruction.
S5 - people with disabilities not getting the attention they
nee
Unrealistic expectations
T3 - Having expectations that cannot be met… defeating

52. for the student and the teacher
T5 - Expect too much or too little from mainstreamed kids
Bullying
S2 -the kids would get picked on
S5 - Nondisabled people making fun of disabled
Sheet1Bullying Survey
ResultsStudentsTeachers1yes1yesyesyesyesyesyesyesyesyes2no
2nonoyesDid not
reportnonoyesyesno3agree3agreeagreeagreeagreestrongly
agreeagreeneutralstrongly agreeagree4strongly
agree4agreeneutral agreeneutral strongly
agreeagreeagreestrongly agreeagree5strongly
agree5agreeagreeagreeagreestrongly agreeagreeagreestrongly
agree agree6Student did not answer6Depends on age, younger
students need to speak to teacher, parent or counselor. If older
and doesn’t feel threatened, hope student would speak up,
provide support, and tell him/her its not ok/fair.Stand up for the
person being bullied, make them feel like someone is on their
sideTurn them inReport it immediately Report the bullying
incident and support the studentA student should feel
comfortable reporting their event or witnessed event to any
adult in the school system. Whoever the student feels
comfortable to talk with is who they should report to. Report
incident to school administrator immediately! Inform his/her
parent of what they witnessReport to teacher and parentsThe
student should let a teacher or school official know. If it is a
safe environment to do, the student could confront the bully in
defense of the bullied.
Sheet2
Sheet3

53. Running head: BULLYING IN PRIMARY SCHOOLS
1
BULLYING IN PRIMARY SCHOOLS 19
See page 19 for the grading rubric. You can begin work on
cleaning this up in your spart time, because it will be the largest
part of your final paper. All you’ll have to add to this is a
results and discussion section and some appendices. Way to go!
The Perceptions That Students and Teachers Have Regarding
Bullying in Primary Schools: A Proposal
Southern Arkansas University
Bullying remains one of the biggest problems found in primary
schools. The existence of this practice creates a threat to the
emotional, psychological, and physical safety of many students.
It is the right of each child to be safe while at school. The
practice of bullying is an eroding element that violates the
human rights of a child. Students and teachers must exercise a

54. duty of care where the rights of students are upheld. The
aggression involved in bullying results from power imbalance.
The perpetrator of the bullying enjoys the use of power at the
expense of the victim who remains helpless.
The research findings from previous studies show Don’t say
that! Be specific and tell who was the author of the research!
Like this… Sahin (2010) found that 10% of students might have
experienced bullying either as a victim or bully in school
(Sahin, 2010). Sahin(2010) as well as Marees and Peterman
(2010) estimated bullying in most countries to involve around
15-20% of students, with the incidence in Australia being quite
a bit higher (40%). Other countries and their rates included
Germany 17%, Italy 24%, England 20%, Greece 23%, Portugal
21%, Canada 21%, and U.S. 10 %. The percentage of students
who bullied others was around 18% in Italy, England 20%,
Greece 6% Canada 12%, U.S. 13% and Norway 7%. Bullying
has an adverse impact on victims schooling. Its impacts on
children are not only felt while at school but also in later
stages. Several studies confirm it affects the growth of victims,
bullies, witnesses including those who have been both victim
and bully. It has adverse impacts on students’ feelings of
adequacy feelings. It also lowers their self-respect level. When
students’ self-respect is suppressed, this can result in low
achievement, irresponsiveness, and the development of
aggressive behaviors. It also has adverse impacts on the
education process and school climate.
Duy (2013) confirms that bullying is the leading type of
aggressive behavior at schools. Therefore, it must be critically
looked at and eradicated using appropriate prevention programs
and strategies. Because of its high incidence rampancy in
schools and the adverse impacts it creates, the purpose of this
research will be to compare the perceptions that students and
teachers have regarding bullying in primary schools the purpose
of this study will be to evaluate how students and teachers
perceive bullying in primary schools. You developed that
statement of the problem and need to stick with it. The history

55. of bullying, the effects of bullying, and how it can be prevented
will also be covered to gain more insight about the study topic.
The null hypothesis will be that there will be no significant
differences between teachers’ and students’ perception
regarding bullying in primary schools.
Review of literature
With respect to teachers’ perception regarding bullying,
‘perceived efficacy’ has been used to mean how teachers’ feel
about being able to implement the recommended response to
bullying and their belief that the recommended response will be
effective. ‘Perceived threat’ mean how teachers’ feel about the
threat which bullying presents to students’ in terms of
susceptibility and severity (Duong and Bradshaw, 2013). For the
purpose of this study, social exclusion is when a student is
isolated by other students in different venues such as the
cafeteria, recess, and play field. This looks out of place and
does not constitute an intro to your rev of lit.
Bullying has always been a fact of life, both within and outside
of the education environment. This review will focus on the
history of bullying in schools and in other places, how students
and teachers perceive bullying, the effects of bullying, and how
it can be prevented.
The history of bullying
Bullying is not a new term but few literary sources exist to
explain about bullying chronology. The probable reason is
perhaps because bullying was once viewed as form of mischief
between older or stronger students against younger or weaker
ones. Nevertheless, Koo (2007) traces bullying to the 18th and
19th centuries, with much information on the concept emanating
from the United Kingdom. During that period, bullying was
recognized as a form of violent behavior between individuals.
Violent attacks were triggered by attributes such as language
differences and immigrant status. In addition, it was found to
occur in barracks, schools and camps.
An extreme case of bullying occurred when a school boy was
burnt to death by older students (Koo, 2007). The exact word

56. ‘bullying’ was used a few years later following a soldier’s
death. It was alleged that the soldier's pain from harassment,
constant attacks and isolation led to retaliation against the
bully. In the ensuing fight, the soldier was killed. About the
same time, Nearly the same year, the death of twelve-year-old
boy from King primary School due to torture by older pupils
reflected the seriousness of bullying and its catastrophic impact
if left unaddressed. Unfortunately, the perpetrators went
unpunished after the council ruled out that it was normal
behavior among school children.
The definition of bullying has evolved to include exclusion,
verbal threats, physical harm, mocking, theft, spreading rumors,
extortion and unkind gestures (Koo, 2007). It can be
summarized in four words: “Power, pain, persistence and
premeditation” (Koo, 2007, p. 113-114).
Perceptions of bullying
Teachers play a central role in safeguarding students from
harassment. However, their perception toward bullying is less
known. Duong and Bradshaw (2013) examined the degree to
which teachers’ perceived threat and perceived efficacy
influenced their probability of bullying intervention.
Additionally, the authors analyzed if the level (primary or
secondary school) at which a teacher taught and the years of
teaching experience moderated the relations between perceived
threat and perceived efficacy with probability of intervening.
Perceived efficacy was strongly associated with teachers’
probability of intervening in bullying unlike perceived threat
which showed low results. This indicates that anti-bullying
programs must aim at nurturing teachers’ confidence about their
ability of dealing with bullying situations. In addition, any
proposed anti-bullying strategies should be proven to be
effective proofed that they are effective if teachers’ are to
implement them (Duong and Bradshaw, 2013). Nevertheless,
Interventions interventions with a that purpose to raise teachers’
awareness about perceived threat should also be taken into
account as it will further improve the probability of intervening.

57. Secondly, perceived threat was not associated with the teachers’
probability of intervening irrespective of the school-level
(Duong and Bradshaw, 2013). This assumption is based on the
elementary schools teachers’ belief believe that younger
students are less likely to engage in bullying while secondary
school teachers believe that older students can personally
handle bullying. The result on the secondary school-level was
not expected because it is believed that bullying behaviors tend
to increase at secondary schools, resulting in perceived threat
associated with the probability of intervention (Duong and
Bradshaw, 2013). This demonstrates the weak association
between perceived threat and probability of intervening for the
two groups. Perceived efficacy however, continued to be
strongly related with the probability of intervening.
With regards to the teachers’ experience on bullying responses,
perceived threat was not associated with the probability of
bullying intervention among the less experienced teachers
(Duong and Bradshaw, 2013). However, there was a strong
association between the two among the more experienced
teachers. Chances are that the less experienced teachers’
teachers value their ability to respond to bullying
behaviorscomma hence,no comma perceived threat is not
associated with their probability of intervening (Duong and
Bradshaw, 2013). The impacts of perceived efficacy were high
among teachers with few years teaching experience unlike
teachers’ with more experience.
Sahin (2010) stated that teachers had different definitions of
bullying. Notable terms included in various definitions were
physical attack, searching for justice, emotion hurt and
jackboot. The usage of same some expressions to describe
bullying may be associated with their ideologies that they are
not able to separate the meanings of violence and bullying. A
frequent emphasis on the above terms definitions implies that
teachers only take into account physical actions as bullying.
This condition may be a result of both the teachers’ lack of
knowledge about peer bullying and features of the atmosphere

58. in which they lived in the recent years.
It could be stated that the reason for mentioning physical
injuries and violence when describing bullying were driven by
the cultural environment of the Sahin’s (2010) study group.
This study was based in Turkey, a region where violence is
rampant. Similarly, it could be that witnessing violent actions
may affect teachers’ perceptions and that is why teachers
perceive bullying as actions and use expressions such as
physical insult, hit, and beat when defining bullying. Others
indicate that verbal and physical bullying are frequently
experienced in schools, with social exclusion being less
significant (Aceves, Hinshaw, Mendoza-Denton, and Page-
Gould, 2009) no parenthesis here; Duy, 2013).Bullying was
reported to be perceived as the second worst form of violent
behavior after drug abuse (Dake, Price, Telljohann, and Funk,
2003).
Incidence of bullying
In Canada, 85% of teachers reported taking action against
controlled bullying (Dake et al., 2003). The teachers were ready
to confront a bully. However, only 35% of students reported
bullying incidents (Dake et al., 2003). The great variation
demonstrates that much of the bullying experienced by the
students was not reported. This sentiment is supported by
McCormac (2014) who stated that bullying is not normally
reported by students due to the perception that they would not
be listened to, that they would be given no assistance, or that
they feared retaliation.
According to McCormac (2014), 36% of the victims between
eleven and seventeen years of age reported bullying incidents
while 64% did not. Physical bullying was most often reported
but other forms such as exclusion, spreading rumors, being
coerced to do undesired things, and ridicule were rarely
reported. The students who reported bullying perceived that
staff handled the problems seriously. Almost 99% of the
teachers felt an obligation to prevent bullying (Dake et al.,
2003).

59. Around twenty-eight percent of students between twelve and
eighteen years of age admit having experienced cyber, verbal or
physical bullying (Ansary, Elias, Greene, and Green, no comma
(2015). The likelihood of being bullied at elementary school
level was 19% in the U.S., 11% in Finland, and 50% in Ireland.
Dake et al. (2003) reported the rate of bullying others was 14%
in the U.S., 4% in Finland and around 50% in Ireland. High
cases of bullying took place in primary schools and steadily
declined in secondary schools. The most notorious sites for
bullying were playfield, classroom and hallways.
The effects of bullying
The rising cases of school-based suicides and homicides have
attracted academic scholars to critically investigate the root
causes behind bullying. The 1999 attack at Columbine High
School by two teenagers was devastating. It created an image
that schools were no longer safe havens for the children,
teachers, staff, and any other person within the school building
and grounds. The two perpetrators killed themselves after
killing thirteen people and injuring twenty three others. The
shooting was linked to bullying (Tonso, 2002).
Bullying has taken a new turn, now occurring on social
networking sites (Sahin, 2010). Students are using cell phones
and computers to send abusive messages and threats to other
students via social networking sites. As an example of an
extreme outcome, a thirteen year old boy committed suicide due
to cyber bullying (Dake et al., 2003).
Teachers blamed parents’ attitudes, social media, family
environment, Internet, and socio-economic status as the main
elements that contributed to bullying (Dake et al.,
2003).Another cause of bullying was that bullies had a history
of being bullied, persecuted, attacked, threatened or injured
themselves (Duy, 2013).
Bullying has a negative effect on the victims’ schooling. Its
sociological and psychological effects continue to the late
stages of life. The effects are also felt by the bullies and
witnesses. Skinner, Babinski, and Gifford (2014) reported that

60. bullying caused lower grades. Similarly, a survey on grade 10
students by Vreeman and Carroll (2007) showed that the victims
were more likely to get suspensions and have higher
absenteeism rates. Bullying sometimes at fourteen years led to
convictions; personal violence and drug abuse were common in
bullies in at later years (Ahtola, Haataja, Kärnä, Poskiparta, and
Salmivalli, 2013).
Other effects of bullying are lack of sleep, lack of social
acceptance, anxiety, anger, fear, hostility, helplessness feelings,
and low self-esteem (Juvonen, Yueyan & Espinoza,
2011).,period loneliness, suicide attempts, problems with
socialization, Breaking the law is common among bullies.
Examples are is carrying a weapon, vandalism, and general
problems adhering to the law, absenteeism, fighting, stealing,
and future engaging in criminal behaviors. Particularly
affecting school work are in the future, mental disorders, low
school bonding, and absenteeism,period Bullying involves
health issues such as headaches, fatigue, stomachaches and lack
of appetite (Juvonen, Yueyan & Espinoza, 2011). This was a
world record for sentence length so I broke it up for you.
Preventing bullying
The incidence of bullying can be reduced by enacting anti-
bullying laws. A federal law, Cyberbullying Enacted
Legislation, was passed in 2006 to make cyber bullying a crime.
In 2008, California passed a law allowing the school
administrators to discipline cyber bullies (Ansary et al., 2015).
Moreover, several conferences were held in 2011 to find
bullying prevention measures. Edmondson and Zeman (2011)
recommended that the government must raise bullying
awareness, publicize prevention measures, and pass anti-
bullying laws. Television media must also air bullying-
education programs and reduce children’s exposure to
programming the programs which foster fosters bullying.
Programs which portray manhood, video gaming and bravery
can encourage bullying as students imitate them as role models.
Many schools are also implementing anti-bullying interventions

61. (Ahtola et al., 2013). Interventions utilize strategies for
reforming student behaviors and attitudes. Common examples of
intervention measures are using informative activities, anti-
bullying teachings, parents’ meetings, organizing seminars, and
forming committees. Sahin (2010) observed that some schools
did not align preventive actions with a specific program in
Turkey. This was attributed to lack of research on bullying
prevention. Programs which focus focused on peer engagement
or minimal intervention were ineffective while video
presentations were more effective.
A whole-school approach can minimize bullying. Dake et al.
(2003) found that around 86% of elementary school teachers
counseled both victims and bullies. In Canada, teachers never or
only occasionally conversed with students on bullying. This
mechanism is reactionary and not preventive and does not fit
with the whole-school approach. A whole-school approach
changes classroom and school rules aimed at the behavior,
changes student perceptions, and assists students to comprehend
bullying effects (Vreeman& Carroll, 2007). It also involves
teacher training, conflict resolution training, and counseling. A
notable example of a whole-school approach is the bullying
prevention program of Norway (Dake et al., 2003). Their
program comprises parents parents’ awareness, student bully
questionnaires for students, organizing anti-bullying conference
conferences, supervision during breaks, operation of a bullying
prevention committee, classroom rules rebuking bullying,
regular classroom meetings, and holding talks with bullies and
their parents . The program reduced the incidence of bullying by
half.
Another example is the ‘Steps to Respect’Steps to Respect
(STR) program (McCormac, 2014). Observation of students in
elementary school showed that bystander feedback accelerated
bullying. In consequence of this, the STR a ‘Steps to Respect’
(STR) program was introduced and it encouraged friendship,
acknowledging and responding to bullying, less aggression,
more positivity in playground behavior, less acceptance of

62. bullying, increased bystander responsibility, decline in gossip,
and increased adult responsiveness to bullying. Students’
perceptions also improved after the program. The teachers
commented that the program was useful. Sahin (2010) concludes
that programs should be long term and linked to the school
context and all the stakeholders should be involved for them to
be effective. In sum, a whole-school approach lowers violence,
increases victim empathy and improves victims’ self-efficacy.
Teachers should also undergo in-service training conducted by
competent trainers on peer bullying because it is apparent that
the teachers’ failure to develop anti-bullying activities is related
to insufficient training in the area (Sahin, 2010). The training
should further include activities that improve the teachers’
confidence levels in dealing with bullying. Teachers should also
voluntarily take part in developing anti-bullying programs.
Parents should further monitor their children’s online activities
and establish policies on technology utilization to end cyber
bullying.
Summary and Conclusions
Bullying has probably existed throughout human history, but
has been documented for hundreds of years. It is devastating if
left unaddressed with increased cases of homicides and suicides
taking toll. Definitions of bullying vary somewhat from culture
to culture, but it is generally agreed that it can involve much
more than the well-known physical aggression and recently
cyber bullying has become frequent and sometimes deadly. It is
widely accepted that bullying is underreported, but reports
indicate an incidence of 15-20% in most countries. The effects
of bullying can be immediately tragic (death), but can include
poorer grades as well as sociological and psychological effects
that can last for a lifetime. Generally, there have been reduced
bullying incidents following bullying interventions such as the
passing of anti-bullying laws, adoption of whole-school
approach programs and increased stakeholder involvement in
ending the practice. In conclusion, it is a wakeup call for every
individual connected to schools to be actively involved in

63. preventing bullying to make schools safe for children. The
parents must also be open and monitor their children to look for
signs of bullying rather depending on teachers to take on full
responsibility of prevention of bullying.
Methods
The main purpose of this study will be to compare evaluate how
students and teachers perceive bullying. Therefore, descriptive
research will be employed. Descriptive research is suitable
while conducting a study on topics relating to attitudes,
perceptions, and knowledge. This technique needs no
experimentation but rather grants presents a picture about the
conditions that exist at the time of the survey. manner in which
activities are. It also forms the base for building other follow-
up studies. A small sample will be used due to limited financial
and time constraints. This will almost ensure that no differences
will be detected despite their possible presence will be detected.
Additionally, a shortened short survey will be developed.
adopted. This pilot study will be exploratory. Formal research
will might be conducted after completing the research if it will
be necessary. this pilot study if it seems warranted.
Subjects
All subjects will be drawn from Happy Hollow Elementary
School school, Arkansas. This survey will consider Five
students participants from grades 3 to 5 will serve as subjects.
The students in grade 2 and below will be excluded from the
survey. It is difficult to acquire reliable information from young
children because their reading capacities are still low. Five
teachers, also from grades 3-5, will also be included in the
survey and will constitute the comparison group. Teachers’ who
teach the selected classes will only be considered to take part in
the study. Convenience sampling will be used for selection of
subjects in this pilot study. Random sampling will be used to
obtain the required samples from the target population. The
demographic data on the respondents’ sex, age, and race will
not be collected to conserve their anonymities.
Instrumentation

64. A questionnaire survey which addresses bullying perceptions
and the intervention program used by the school was developed.
Six questions items were included in the survey. questionnaire.
It included comprised three Likert scale items. This part will
gather information about the satisfaction on Steps to Respect
program. The respondents will answer with strongly agree
(5),agree (4), neutral (3), disagree (2), or to strongly disagree
(1). Assigning numerical values of 5, 4, 3, 2, or 1 will help the
researcher with to compute statistical tests during data analysis.
Moreover, two yes or no items questions were included in the
questionnaire. This section will survey the students’
experiences on bullying. The last item was open-ended. It will
test the students understanding about bullying strategies. The
survey questionnaire was validated by the professor teaching
the unit of research methods along with feedback from the
researcher’s peers.
Procedure
The survey will be administered after a brief meeting with the
faculty about the problem of bullying and how the study will
help in reducing bullying incidents. Thereafter, the survey will
be distributed to each subject by the researcher on in a one-on-
one arrangement. criterion. The subjects will be required to
complete the six items as soon as they receive it. The researcher
will collect all the survey instruments after completion for
analysis. It is estimated that the entire survey will take one
hour. (For six items? Think 5-10 minutes!)
Explain in a second paragraph how you will administer the
survey to six students.
Analysis
Likert-type items.Means and standard deviations for both
groups will be calculated for each item. Analysis of differences
between the means will be accomplished by means of t-tests,
with decisions on significance made at alpha=.05.
Yes/No.A table showing the distribution of yes and no
responses for both groups will be developed for each item. This
will be used to calculate the probability of such occurrences

65. through use of the Fischer Exact Probability Test and if the
calculated value is less than alpha, .05, it will be considered
that a significant group difference for that item has been
detected.
Open-ended item.Analysis of the open-ended survey item will
be accomplished by standard qualitative methodology.
Repetitive themes will be sought and discussed in view of
previous research findings.
References
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to peer victimization. Journal of Youth and Adolescence, 39(6),
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Ahtola, A., Haataja, A., Kärnä, A., Poskiparta, E., &Salmivalli,
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classrooms: How important is head teacher support?.
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Ansary, N., Elias, M., Greene, M., & Green, S. (2015). Best
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Appendix A
Survey Instrument and Informed Consent
SURVEY ON BULLYING

67. I am: _____a teacher _____a student
Definition: Bullying is an unwanted, repetitive and perceived
power imbalance. It can involve exclusion, threats, physical
harm, mocking, theft, rumor spread, extortion, or use of unkind
gestures.
Please circle your response to items 1-6
1. I have seen bullying at school within the past month.
Yes
No
2. If you reported bullying incidents at school, did you feel your
concerns were taken seriously by the school administration?
Yes
No
3. Students enjoyed the read aloud book, Blubber, about
students who bully, are bullied or witness bullying.
Strongly agree
Agree
Neutral
Disagree
Strongly disagree
4. Students acquired important information from the discussion
of the bullying book chaired by their teacher.
Strongly agree
Agree
Neutral
Disagree
Strongly disagree
5. The lessons taught by the school counselor on bullying have
been helpful.
Strongly agree
Agree
Neutral