Abstract

Bullying is a serious social problem that can have deleterious effects on school children. A variety of interventions have been implemented, and research shows that the majority, which are monological in nature, have demonstrated minimal, if any, impact on counteracting occurrences of bullying in schools. A quantitative content analysis of formal, conversational strategies within classroom discourse suggests that students who participated in a community of inquiry began to internalize behaviors, such as respect, fairness, and caring. The role of the facilitator in modeling and encouraging good inquiry and empowering students to fully engage in the process so that they can practice and, ultimately, internalize dispositions, such as respect, fairness, and caring, emerged as a critical element.