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- [2] South Korean Preservice Teachers' Self-Perception as Gifted: Impact on Teacher Self-Efficacy and Attitudes Toward Gifted EducationJOURNAL FOR THE EDUCATION OF THE GIFTED, 2023, 46 (04) : 374 - 397Woo, HeejinCumming, Therese M.
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
被引：0
|作者：
Espelage D.L.
[1
]
Rose C.
[2
]
Nickodem K.
[1
]
Robinson L.E.
[1
]
Sheikh A.E.
[3
]
Hanebutt R.A.
[4
]
Forber-Pratt A.
[5
]
Graves K.
[2
]
Valido A.
[1
]
Ingram K.
[1
]
Milarsky T.K.
[2
]
Drescher A.
[1
]
Ousley C.
[2
]
Mirielli L.
[2
]
Gomez A.M.
[3
]
Clements G.
[1
]
Salama C.
[3
]
Chalfant P.
[3
]
Poekert P.
[3
]
机构：
[1] School of Education, University of North Carolina at Chapel Hill, 3500 Peabody Hall, Chapel Hill, 27599-3500, NC
[2] College of Education and Human Development, University of Missouri, 303 Townsend Hall, Columbia, 65211, MO
[3] Lastinger Center, College of Education, University of Florida, 618 SW 12th Street, 0711 Norman Hall, PO Box 117052, Gainesville, 32611, FL
[4] Vanderbilt University, 230 Appleton Pl #5721, Nashville, 37203, TN
[5] Vanderbilt University, Nashville, TN
关键词：
Bullying;
Disabilities;
Elementary school;
Professional development;
Teachers;
D O I：
10.1007/s42380-023-00168-8
中图分类号：
学科分类号：
摘要：
Youth bullying is a significant concern in the USA, particularly for youth with disabilities. This pilot study explores outcome 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. © 2023, The Author(s), under exclusive licence to Springer Nature Switzerland AG.
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页码：434 / 448
页数：14
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