Cookies

We use cookies to ensure that we give you the best experience on our website. You can change your cookie settings at any time. Otherwise, we'll assume you're OK to continue.

School of Education

Publication details for Prof David Galloway

E. Roland & D.M. Galloway (2002). Classroom influences on bullying. Educational Research 44(3): 299-312.

Author(s) from Durham

Abstract

The relationship between estimates of teachers' management of the class, the social structure of the class and bullying otherswas investigated by questionnaires answered by 2,002 pupils and 99 teachers in Norwegian primary schools. A path analysis demonstrated that the social structure of the class had a direct impact on bullying behaviour. Classroom management had a direct impact on the prevalence of bullying other children, and an indirect impact on this variable via the social structure. The joint impact of management and social structure on bullying others was substantial. Class-level estimates of family conditions of the pupils were included in the analyses. Implications for preventing bullying by general management of the class are discussed.

References

BORG,W. R. and GALL, M. D. (1989). Educational Research. New York: Longman.
BROWN, F. G. (1970). Principles of Educational and Psychological Testing. Chicago: The
Dryden Press.
CARTWRIGHT,D. and ZANDER, A. (1969).Group Dynamics: Research and Theory.New
York: Harper and Row.
COWIE, H. (2000). ‘Bystanding or standing by?: gender issues in coping with bullying in
English schools’, Aggressive Behavior, 26, 85–97.
CRAIG, W. and PEPLER, D. (1995). ‘Peer processes in bullying and victimization: an
observational study’, Exceptional Education in Canada, 5, 81–95.
CRONBACH, L. J. (1951). ‘CoefŽ cient alpha and the internal structure of tests’,
Psychometrika, 16, 297–334.
DOYLE, W. and CARTER, K. (1987). ‘How order is achieved in classrooms.’ In:
HASTINGS, N. and SCHWIESO, J. (Eds) New Directions in Educational Psychology.
Vol 2. London: The Falmer Press.
GALLOWAY, D. (1995). ‘Truency, delinquency, exclusion and disruption: differential
school in uences?’, Education Section Review, 19, ii, 49–53.
GETZELS, J. and THELEN, H. (1960). ‘The classroom group as a unique social system.’
In: HENRY, N. (Ed.) The Dynamics of Instructional Groups. Chicago: National Society
for the Study of Education.
HARGREAVES, D. H. (1995). ‘School culture, school effectiveness and school improvement’,
School Effectiveness and School Improvement, 6, 23–46.
JONES, V. F. (1986). ‘Classroom management in the United States: trends and critical
issues.’ In:TATTUM, D. P. (Ed) Management of Disruptive Pupil Behaviour in Schools.
Chichester: John Wiley & Sons.
KOUNIN, J. S. (1970). Discipline and Group Management in Classrooms. New York: Holt,
Rinehart and Winston.
McCANN, C. D. and HIGGINS, E. T. (1992). ‘Personal and contextual factors in
communication: a review of the “communication game”.’ In: SEMIN, G. R. and
FIEDLER, K. (Eds) Language, Interaction and Social Cognition. London: Sage.
MORLAND, R. L.,ARGOTE, L. and KRISHNAN, R. (1996). ‘Socially shared cognition
at work: transactive memory and group performance.’ In: NYE, J. L. and BROWER,
A. M. (Eds) What’s Social about Social Cognition? Thousand Oaks, Calif.: Sage.
MORTIMORE, P., SAMMONS, P., STOLL, L., LEWIS, D. and ECOB, R. (1989).
School Matters:The Junior Years.Wells: Open Books.
OLWEUS,D. (1978). Aggression in the Schools: Bullies and Whipping-boys.Washington,DC:
Hemisphere Press.
OLWEUS, D. (1980). ‘Familial and temperamental determinants of aggressive behavior
in adolescent boys: a causal analysis’, Developmental Psychology, 16, 644–60.
OLWEUS, D. (1991). ‘Bully/victim problems among school children: basic facts and
effects of a school based intervention program.’ In: PEPLER,D. and RUBIN, K. (Eds)
The Development and Treatment of Childhood Aggression. Hillsdale, NJ: Lawrence
Erlbaum Associates.
OLWEUS, D. (1993). Bullying at School: What We Know and What We Can Do. Oxford:
Blackwell.
OLWEUS, D. (1997). ‘Bully/victim problems in school: knowledge base and an effective
intervention project’, Irish Journal of Psychology, 18, 170–90.
OLWEUS, D. (1999). ‘Sweden.’ In: SMITH, P. K., MORITA, Y., JUNGER-TAS, J.,
OLWEUS, D., CATALANO, R. F. and SLEE, P. (Eds) The Nature of School Bullying:
A Cross-national Perspective. New York: Routledge.
OLWEUS, D. and ROLAND, E. (1983).Mobbing – bakgrunn og tiltak. Oslo, Kirke-undervisnings-
og forsknings departmentet.
O’MOORE, M., KIRKHAM, C. and SMITH, M. (1997). ‘Bullying behaviour in Irish
schools’, Irish Journal of Psychology, 18, 141–69.
PEPLER, D., CRAIG, W., ZIEGLER, S. and CHARACH, A. (1993). ‘A school-based
anti-bullying intervention: preliminary evaluation.’ In: TATTUM, D. P. (Ed.) Understanding
and Managing Bullying. Oxford: Heinemann Educational.
RIGBY, K. (1997). ‘Attitudes and beliefs about bullying among Australian school
children’, Irish Journal of Psychology, 18, 202–20.
ROLAND, E. (1989). Tre år senere. Stavanger: Centre for Behavioural Research.
ROLAND, E. (1993). ‘Bullying: a developing tradition of research and management.’ In:
TATTUM, D. P. (Ed.) Understanding and Managing Bullying. Oxford: Heinemann
Educational.
ROLAND, E. (1998). School In uences on Bullying. Durham: University of Durham.
ROLAND, E. (2000). ‘Bullying in school: three national innovations in Norwegian schools
in 15 years’, Aggressive Behavior, 26, 135–43.
ROLAND, E. and IDSØE, T. (2001). ‘Aggression and bullying’, Aggressive Behavior, 27,
446.
ROLAND, E. and MUNTHE, E. (1997). ‘The 1996 Norwegian program for preventing
and managing bullying in schools’, Irish Journal of Psychology, 18, 233–47.
ROSS, D. M. (1996). Childhood Bullying and Teasing: What School Personnel, Other
Professionals and Parents Can Do. Alexandria,Va.: American Counselling Association.
RUTTER, M., MAUGHAN, B., MORTIMORE, P. and OUSTON, J. (1979). Fifteen
Thousand Hours. London: Open Books.
SCHMUCK, R. A. and SCHMUCK, P. A. (1977).Group Processes in the Classroom.Ames,
Iowa:William C. Brown.
SMITH, C. J. (1990). ‘Analysing classroom organization.’ In: SCHERER,M., GERSCH,
I. and FRY, L. (Eds) Meeting Disruptive Behaviour. London: Routledge.
SMITH, P. K. (1997). ‘Bullying in school: the UK experience and the ShefŽ eld Anti-
Bullying Project’, Irish Journal of Psychology, 18, 191–202.
SMITH, P. K. and MYRON-WILSON, R. (1998). ‘Parenting and school bullying’,
Clinical Child Psychology and Psychiatry Review, 3, 405–17.
SMITH, P. K. and SHARP, S. (Eds) (1994). School Bullying: Insights and Perspectives.
London: Routledge.
TEDDLIE, C. and STRINGFIELD, S. (1993). Schools Make a Difference. New York:
Teacher College Press.
WONNACOTT, R. J. and WONNACOTT,T. H. (1985). Introductory Statistics.New York:
John Wiley.
YSTGAARD, M. (1993). Sårbar ungdom og social støtte. Oslo: Senter for sosialt nettverk
og helse: (Centre for Social Network and Health).