Pilot Evaluation of DIsability Anti-BuLlying (DIAL) Training for Elementary Special and General Education Teachers: Impact on Teacher Self-Efficacy Attitudes toward Bullying and Student Outcomes

Autor/inn/en	Espelage, Dorothy L.; Rose, Chad; Nickodem, Kyle; Robinson, Luz E.; El Sheikh, America; Hanebutt, Rachel A.; Forber-Pratt, Anjali; Graves, Katie; Valido, Alberto; Ingram, Katherine; Milarsky, Tracey K.; Drescher, Anne; Ousley, Cannon; Mirielli, Lindsey; Gomez, Angelica M.; Clements, Graceson; Salama, Christine; Chalfant, Pam; Poekert, Phil
Titel	Pilot Evaluation of DIsability Anti-BuLlying (DIAL) Training for Elementary Special and General Education Teachers: Impact on Teacher Self-Efficacy Attitudes toward Bullying and Student Outcomes
Quelle	(2023), (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Espelage, Dorothy L.) ORCID (Rose, Chad) ORCID (Nickodem, Kyle) ORCID (Robinson, Luz E.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bullying; Students with Disabilities; Self Efficacy; Teacher Effectiveness; Teacher Attitudes; Elementary School Teachers; Special Education Teachers; Training; Faculty Development; Prevention; Teacher Student Relationship; Elementary School Students; Program Effectiveness + Suchen Sie Ihr Suchwort? Mobbing; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Ausbildung; Prävention; Vorbeugung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Youth bullying is a significant concern in the USA, particularly for youth with disabilities. This pilot study explores out- come data related to the DIsability Anti-BuLlying (DIAL) training program for general and special education teachers to prevent bullying generally with a particular focus on youth with disabilities. Six schools were randomly assigned to receive the DIAL intervention or delayed (control) intervention. All teachers (n = 65) responded to a self-report survey before and after module completion. Teachers completed measures on their teaching efficacy, interactions with students, and attitudes toward bullying and completed reports of social cognition, anxiety, and bullying for their K-5 students (n = 472). Teachers (n = 36) enrolled in the three intervention schools completed four online modules focused on improving attitudes, efficacy, and skills to prevent bullying/victimization for K-5 students with and without disabilities. Results indicated teachers who received the DIAL program reported higher levels of self-efficacy and lower levels of maladaptive attitudes toward bullying. [This is the online version of an article published "International Journal of Bullying Prevention."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01