A preliminary evaluation of a team-based institute model of professional development in bullying prevention
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Velderman, Christopher John.
A preliminary evaluation of a team-based institute model of professional development in bullying prevention. Retrieved from
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TitleA preliminary evaluation of a team-based institute model of professional development in bullying prevention
Date Created2014
Other Date2014-05 (degree)
Extentvi, 72 p. : ill.
DescriptionProfessional development has been thoroughly researched in the areas of teacher effectiveness and academic instruction. Far less research has been completed to assess the elements of effective professional development as it pertains to prevention programming, whole-school change, and the training of non-teaching staff (e.g., mental health professionals). The current study evaluated participant perceptions of the Bullying Prevention Institute (BPI), a team-based, institute style professional development program. The 2011-2012 pilot year of BPI provided training to school districts in the areas of the New Jersey Anti-Bullying Bill of Rights Act, bullying prevention, bullying intervention, and the school-change process. To accomplish this training, BPI’s approach contained previously identified elements of effective professional development programs. Data came from thematic analysis of interviews conducted with a subset of Anti-Bullying Coordinators (ABCs) as well as through survey measures which were open to all BPI participants. Participants provided feedback on the structure, content, and overall impact of program activities. Participants identified year-long duration, frequent and on-going contact, consultation, and working in teams (both within and across school districts) as beneficial elements in the structure of BPI. Participants also reported that they benefitted from active learning opportunities, material that was aligned with state standards, and content that was relevant, meaningful, and specific. They also found it helpful to work towards an identified goal: the creation of a comprehensive bullying prevention plan. Following participation in BPI, ABCs reported implementing aspects of their bullying prevention plans, as well as intent to implement additional aspects of their plans in the future. ABCs also reported that participation in BPI had led, in part, to changes in their school or district’s climate. Increased knowledge in the areas of bullying prevention, bullying intervention, and the school-change process were also reported. These findings confirm previous results related to the elements of effective professional development, and they show that these elements are also effective in training non-teaching staff and in the content area of prevention programming. Implications for the development of future training programs are also discussed.
NotePsy.D.
NoteIncludes bibliographical references
Noteby Christopher John Velderman
Genretheses, ETD doctoral
Languageeng
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.