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

Author:

Espelage Dorothy L.ORCID,Rose Chad,Nickodem Kyle,Robinson Luz E.,Sheikh America El,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

Funder

National Center for Special Education Research, Institute of Education Sciences

Publisher

Springer Science and Business Media LLC

Subject

Social Sciences (miscellaneous),Developmental and Educational Psychology,Social Psychology

Reference79 articles.

1. Allen, K. P. (2010). Classroom management, bullying, and teacher practices. The Professional Educator, 34(1), 1–15.

2. Andrà, C., Rouleau, A., Liljedahl, P., & Di Martino, P. (2019). An affective lens for tensions emerging from teacher professional development. For the Learning of Mathematics, 39(1), 2–6.

3. Barth, P., Dillon, N., Hull, J., & Higgins, B. H. (2016). Fixing the holes in the teacher pipeline: An overview of teacher shortages. Center for Public Education.

4. Batsche, Elliott, J., Graden, J., Grimes, J., Kovaleski, J., Prasse, D., et al. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: National Association of State Directors of Special Education.

5. Battey, G. J., & Ebbeck, V. (2013). A qualitative exploration of an experiential education bully prevention curriculum. Journal of Experiential Education, 36(3), 203–217.

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