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A preliminary evaluation of a team-based institute model of professional development in bullying prevention
Descriptive
TitleInfo
Title
A preliminary evaluation of a team-based institute model of professional development in bullying prevention
Name
(type = personal)
NamePart
(type = family)
Velderman
NamePart
(type = given)
Christopher John
NamePart
(type = date)
1987-
DisplayForm
Christopher Velderman
Role
RoleTerm
(authority = RULIB)
author
Name
(type = personal)
NamePart
(type = family)
Cherniss
NamePart
(type = given)
Cary
DisplayForm
Cary Cherniss
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
chair
Name
(type = personal)
NamePart
(type = family)
Lerman
NamePart
(type = given)
Bradford
DisplayForm
Bradford Lerman
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
internal member
Name
(type = corporate)
NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
(type = corporate)
NamePart
Graduate School of Applied and Professional Psychology
Role
RoleTerm
(authority = RULIB)
school
TypeOfResource
Text
Genre
(authority = marcgt)
theses
OriginInfo
DateCreated
(qualifier = exact)
2014
DateOther
(qualifier = exact);
(type = degree)
2014-05
Place
PlaceTerm
(type = code)
xx
Language
LanguageTerm
(authority = ISO639-2b);
(type = code)
eng
Abstract
(type = abstract)
Professional 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.
Subject
(authority = RUETD)
Topic
School Psychology
RelatedItem
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
(type = RULIB)
ETD
Identifier
ETD_5458
PhysicalDescription
Form
(authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
vi, 72 p. : ill.
Note
(type = degree)
Psy.D.
Note
(type = bibliography)
Includes bibliographical references
Note
(type = statement of responsibility)
by Christopher John Velderman
Subject
(authority = ETD-LCSH)
Topic
Bullying in schools--New Jersey--Prevention
Subject
(authority = ETD-LCSH)
Topic
School employees--Training of--New Jersey
Subject
(authority = ETD-LCSH)
Topic
Career development--New Jersey
Subject
(authority = ETD-LCSH)
Topic
School psychology--New Jersey
RelatedItem
(type = host)
TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Identifier
(type = local)
rucore10001800001
Location
PhysicalLocation
(authority = marcorg);
(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/T3W66J1K
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
(ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder
(type = personal)
Name
FamilyName
Velderman
GivenName
Christopher
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
(encoding = w3cdtf);
(qualifier = exact);
(point = start)
2014-04-11 15:23:47
AssociatedEntity
Name
Christopher Velderman
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical
RULTechMD
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ContentModel
ETD
OperatingSystem
(VERSION = 5.1)
windows xp
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