Graduate project

Curriculum Integrating Bullying Prevention and California Content Standards in Elementary Education: A Model for an Educational Website

ABSTRACT CURRICULUM INTEGRATING BULLYING PREVENTION AND CALIFORNIA CONTENT STANDARDS IN ELEMENTARY EDUCATION: A MODEL FOR AN EDUCATIONAL WEBSITE by © Mary Dobkowitz 2011 Master of Arts in Education: Curriculum and Instruction Option California State University, Chico Spring 2011 The educational website model developed in this project was designed to educate teachers, administrators, and staff on current bullying prevention terminology and strategies and present those strategies through lesson plans adhering to California content standards. Literature related to bullying prevention strategies, programs, and technology was researched to identify current bullying trends and consistencies among programs. The project was developed through years of research in bullying prevention and practical experience in facilitating bullying prevention programs. The educational model contains lesson plans for the academic areas of English language arts, social science, and visual and performing arts. Lesson plans contain objectives, relevant content standard, materials, and procedures. An assessment and rubric are also provided for each lesson plan. Lessons are easily adaptable for classrooms. This author concluded that bullying prevention has to be easy to integrate into everyday interactions with students. Schools cannot assume any bullying prevention program, no matter how popular, would work for their school. An effective bullying prevention program must include support within the school campus, must be easy to implement, must not interfere with an overall change in classroom management, provide students’ daily experiences to work with bullying prevention curriculum and should not require an over abundance of data recording that would overshadow the curriculum implementation. Suggestions for future research include staff development for school transitions (elementary school to middle school), reaching full staff participation, developing committees for specific grade level needs, developing formal assessments, developing programs specifically targeting elementary schools, and perform longitudinal studies on multiple elementary school sites to determine common successes and weaknesses for program improvement.

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