Literaturnachweis - Detailanzeige
| Autor/inn/en | Dorothy L. Espelage; Anjali Forber-Pratt; Chad A. Rose; Katherine A. Graves; Rachel A. Hanebutt; America El Sheikh; Ashley Woolweaver; Tracey Kenyon Milarsky; Katherine M. Ingram; Luz Robinson; Angelica M. Gomez; Pam K. Chalfant; Christine Salama; Phil Poekert |
|---|---|
| Titel | Development of Online Professional Development for Teachers: Understanding, Recognizing and Responding to Bullying for Students with Disabilities |
| Quelle | (2023)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | ORCID (Dorothy L. Espelage) Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monografie |
| Schlagwörter | Forschungsbericht; Students with Disabilities; At Risk Students; Bullying; Victims; Faculty Development; Teacher Role; Knowledge Level; Prevention; Multi Tiered Systems of Support; Social Emotional Learning |
| Abstract | Students with disabilities (SWDs) are disproportionately at-risk for bullying victimization and perpetration, yet there is a lack of educator-focused professional development targeting prevention for these students. This project sought to address gaps in training through the creation of four online professional development modules: (1) understanding bullying among SWDs; (2) examining risk characteristics; (3) establishing school and classroom prevention strategies; and (4) individual prevention. These modules were iteratively developed with feedback from teachers and staff, incorporating the Multi-Tiered System of Supports (MTSS) framework to focus on interventions rooted in social emotional learning (SEL), and emphasizing the importance of prevention for SWDs.?[This is the online version of an article published in "Education and Urban Society."] (As Provided). |
| Begutachtung | Peer reviewed |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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