Stacey L. Kite

Assessing Middle School Students’ Knowledge of Conduct and Consequences and Their Behaviors Regarding the Use of Social Networking Sites

Abstract Cyberbullying and threats of Internet predators, not to mention the enduring consequences of postings, may lead to dangerous, unspeakable consequences. Cyberbullying and threats of Internet predators through social networking sites and instant messaging programs are initiating numerous problems for parents, school administrators, and law enforcement on a national level (McKenna 2007, 60). A 34 item survey was developed to assess Knowledge of appropriate behavior on social networking sites (alpha = .84), Bullying Behavior (alpha = .72), and Internet Use (alpha = .78) of social networking sites for N = 588 grade 7–8 students from an urban and a suburban school. Implications for educators and parents regarding Cyberbullying and Internet Predators are discussed.

Facilitating improved writing among students through directed peer review

This study contributes to scant empirical investigation of peer critique of writing among heterogeneously grouped native and nonnative speakers of English, now commonplace in higher education. This mixed-methods study investigated the use of directed peer review to improve writing among graduate students, the majority of whom were nonnative speakers of English. Following a modified version of the Optimal Model of peer critique of university coursework, statistically significant gains were realized between the initial draft of a business proposal and its final submission for each of the measured items: support, audience focus, writing conventions, and organization. In addition, during the qualitative phase, students were observed to identify how peer editors naturally engaged in probing and collaborative styles of feedback known as discovery mode interactions. Approximately 80% of the students engaged in interactions to clarify the text and align it with the author’s intentions, and approximately 37% sought to enhance and develop the text. Finally, the results suggest that the face-to-face peer review did improve the quality of a business communication assignment and implies a number of essential instructional practices toward improved writing and collaboration.

Development and Validation of the Survey of Knowledge of Internet Risk and Internet Behavior.

The development of the Survey of Knowledge of Internet Risk and Internet Behavior is described. A total of 1,366 Grades 7 and 8 male and female students from an urban, suburban, and rural school offered agree—disagree responses to 26 statements defining one Knowledge Scale and five behavior dimensions. Literature-based support is presented for content validity. Construct validity support for the hypothesized dimensions is provided through Rasch model analysis of the Knowledge Scale supporting a unidimensional, hierarchically ordered scale. Latent class analyses provided support for the utility of the five categorical behavioral dimensions. Implications for instrument developers and educators are discussed.

Cyber threats: a study of what middle and high school student know about threatening behaviours and internet safety

This study assessed middle and high school students’ knowledge of potential risks, appropriate use, and their behaviours on the internet and social networking sites, especially regarding behaviours that may lead to cyber bullying or contact with potential internet predators. A total of N = 4,215 middle and high school students were assessed in a northeast state using the 47 items and five dimensions of the ‘Survey of knowledge of internet risk and behaviour’ (SKIRB). The instrument assesses students’ knowledge of internet safety with social media, cyberbullying, and internet predator risks. Descriptive statistics and a t-test were generated. Major findings revealed students do not recognise the risk associated with electronic forms of communication with low appropriate responses for the knowledge dimension. An alarming number of students have admitted to being bullied in school, N = 1,200 students, n = 786 middle school students and n = 414 high school students. Finally, parental involvement overall is low; middle school 33%, high school 17%, with regard to monitoring of internet activities.