Children and Adolescents with emotional and behavioral disabilities (EBD) are often involved in aggression, acting out, bullying, violence, substance abuse, and juvenile crime. However, the limited Korean studies have focused primarily on bullying of students with developmental disabilities or intellectual disabilities. Therefore, the current study aimed to explore contributing factors to traditional bullying and cyberbullying in Korean children and adolescents with EBD. The current study surveyed 112 students with EBD between ages of 10 and 15 and their parents (guardians). The results revealed that internalizing problem behaviors including anxious/depression, withdrawal/depression, and somatic problems significantly affected traditional bullying victimization of Korean students with EBD. The peer support was a significant factor affecting cyberbullying victimization. Furthermore, the maternal psychological control was a meaningful factor affecting perpetration at school and in cyber world. Based on the findings, the present study described implications regarding prevention and intervention programs for addressing traditional bullying and cyberbullying victimization and perpetration.

The changing landscape of demographics, technology, and diversity in the learning environment is challenging schools around the world to rethink their approaches to the implementation of high-quality teaching practices. Classroom practices are becoming more complex because educators have to ensure that their students are well-equipped with 21st century skills (e.g., Darling-Hammond, 2010; Dede, 2010; Griffin, McGaw, & Care, 2012). Educators, curriculum developers, and school administrators need to be more than experts in pedagogy. They are now required to keep up with current ideas, innovative instructional practices, and the results of a variety of educational reform efforts. Believing that teachers’ beliefs are the most important psychological construct with regard to instructional practices (Pajares, 1992) and that teachers’ beliefs are related to their choice of classroom practices and, ultimately, the students’ performance (Bybee, Taylor, Gardner, Van Scotter, Powell, Westbrook, & Landes, 2006; Staub & Stern, 2002), the author of this study utilizes the international data set of the Teaching and Learning International Study (TALIS) 2013 to examine the associations between teachers’ constructivist beliefs, their self-efficacy beliefs, professional activities, and the school principals’ instructional leadership as related to lower secondary school teachers and principals in South Korea, Finland, and Mexico. These three countries …

The objective of this proposed research is to test whether interorganizational collaboration contributes to the ability of an organization to bounce back swiftly from disasters. The research questions are examined from the Institutional Collective Action (ICA) perspective. The general argument of this dissertation is that organizational resilience can be explained by interorganizational collaboration. The ICA framework, specifically, identifies two general network structures to explain strategies that can be adopted to minimize collaboration risks: bonding and bridging structures. This dissertation focuses on how governmental and nongovernmental organizations in South Korea collaborated. The data was collected from the southeastern tip of the Korean Peninsula in August of 2012, and January of 2013. The 2012 Typhoons devastated the area after the first data set was collected in August 2012, causing the loss of estimated US$ 730 million and 29 fatalities. Afterward, the second survey was administrated in January of 2013 to gauge respondents’ views on how organizations responded to the disasters. This dissertation consists of three essays. The first essay presents a brief overview and assessment of the current research on resilience. The second essay empirically tests the sources of organization resilience. The third essay examines the dynamic nature of interorganizational ties by …