Linda Rhone - Academia.edu (original) (raw)

Papers by Linda Rhone

Research paper thumbnail of The Wichita Teacher Inquiry Group (WTIG) Lessening Structural, Cultural, Indirect and Direct Forms of through Cultural Competence and Transformative Teaching and Learning

The Advocate, Sep 1, 2012

Bullying at school is an international phenomenon, and as a result there is a need for teachers t... more Bullying at school is an international phenomenon, and as a result there is a need for teachers to understand bullying behavior at its roots and beyond direct (hitting, kicking, choking) and indirect (gossiping, cyberbullying, silencing one's voice) forms. If we are really going to lessen bullying at school overtime, we must talk about the unmentionable: Bullying at school is larger than one child pushing, hitting or kicking another. Literature suggests it is quite disappointing that to date there has been no significant impact on bullying at school in the United States (Juvonen, Graham, & Schuster, 2003; Berger, 2007). Literature also suggests there is little to no national conversation about how direct and indirect forms of bullying at school are connected to ideological beliefs, structural practices and cultural competence. This particular study explored the scholarly literature and educational practices of social justice guru, Paulo Freire and their implications for examining ideology, structural practices, cultural competence, and oppression, namely bullying at school. The teacher-participants in this study became known as the Wichita Teacher Inquiry Group. The six 5th grade teachers, diverse in race, gender and experience, were nominated by their principals to be a part of this year-long endeavor. Fifth grade was selected because bullying behavior is most extensive at the middle school level (

Research paper thumbnail of Why Black Psychology in the Introductory Psychology Course

Research paper thumbnail of The Wichita Teacher Inquiry Group (WTIG) Lessening Structural, Cultural, Indirect and Direct Forms of through Cultural Competence and Transformative Teaching and Learning

Research paper thumbnail of School Bullying: A Freirean Perspective

UMI, ProQuest ® Dissertations & Theses. The world's most comprehensive collection of dissert... more UMI, ProQuest ® Dissertations & Theses. The world's most comprehensive collection of dissertations and theses. Learn more... ProQuest, School bullying: A Freirean perspective. by Rhone, Linda Fae, Ed.D., WEST VIRGINIA UNIVERSITY, 2008, 145 pages; 3326916. Abstract: ...

Research paper thumbnail of Why Black Psychology In the Introductory Psychology Course?

Different Perspectives on Majority Rules (1997), 1997

is a Research Assistant on the Eisenhower Project (restructuring teacher education). This is her ... more is a Research Assistant on the Eisenhower Project (restructuring teacher education). This is her ninth year in education with experiences as an elementary school teacher, assistant principal, academic adviser, and educational consultant. Rhone also is an adjunct faculty member in social science at Kansas City Kansas Community College. She teaches courses in general psychology, developmental psychology, abnormal psychology, sociology, and social problems.

Research paper thumbnail of The Wichita Teacher Inquiry Group (WTIG) Lessening Structural, Cultural, Indirect and Direct Forms of through Cultural Competence and Transformative Teaching and Learning

The Advocate, Sep 1, 2012

Bullying at school is an international phenomenon, and as a result there is a need for teachers t... more Bullying at school is an international phenomenon, and as a result there is a need for teachers to understand bullying behavior at its roots and beyond direct (hitting, kicking, choking) and indirect (gossiping, cyberbullying, silencing one's voice) forms. If we are really going to lessen bullying at school overtime, we must talk about the unmentionable: Bullying at school is larger than one child pushing, hitting or kicking another. Literature suggests it is quite disappointing that to date there has been no significant impact on bullying at school in the United States (Juvonen, Graham, & Schuster, 2003; Berger, 2007). Literature also suggests there is little to no national conversation about how direct and indirect forms of bullying at school are connected to ideological beliefs, structural practices and cultural competence. This particular study explored the scholarly literature and educational practices of social justice guru, Paulo Freire and their implications for examining ideology, structural practices, cultural competence, and oppression, namely bullying at school. The teacher-participants in this study became known as the Wichita Teacher Inquiry Group. The six 5th grade teachers, diverse in race, gender and experience, were nominated by their principals to be a part of this year-long endeavor. Fifth grade was selected because bullying behavior is most extensive at the middle school level (

Research paper thumbnail of Why Black Psychology in the Introductory Psychology Course

Research paper thumbnail of The Wichita Teacher Inquiry Group (WTIG) Lessening Structural, Cultural, Indirect and Direct Forms of through Cultural Competence and Transformative Teaching and Learning

Research paper thumbnail of School Bullying: A Freirean Perspective

UMI, ProQuest ® Dissertations & Theses. The world's most comprehensive collection of dissert... more UMI, ProQuest ® Dissertations & Theses. The world's most comprehensive collection of dissertations and theses. Learn more... ProQuest, School bullying: A Freirean perspective. by Rhone, Linda Fae, Ed.D., WEST VIRGINIA UNIVERSITY, 2008, 145 pages; 3326916. Abstract: ...

Research paper thumbnail of Why Black Psychology In the Introductory Psychology Course?

Different Perspectives on Majority Rules (1997), 1997

is a Research Assistant on the Eisenhower Project (restructuring teacher education). This is her ... more is a Research Assistant on the Eisenhower Project (restructuring teacher education). This is her ninth year in education with experiences as an elementary school teacher, assistant principal, academic adviser, and educational consultant. Rhone also is an adjunct faculty member in social science at Kansas City Kansas Community College. She teaches courses in general psychology, developmental psychology, abnormal psychology, sociology, and social problems.