The Effects of a Bullying Prevention Teacher Professional Development for Exceptional Students

• In Event: Thursday Roundtable Session 2:30 pm
  In Roundtable Session: Meta-Analysis in Teacher Education and Professional Learning (Table 33)

Abstract

The purpose of this study was to implement an online teacher PD with coaching to directly improve teacher perceptions of, and skills to, prevent bullying, especially among students with exceptionalities (SWE). Further, this study aimed to determine if the PD indirectly affected bullying involvement and other related factors among SWE. When examining group differences, students with an EP (i.e., gifted) in the intervention group rated higher perceptions of bullying and lower perceptions of prosocial behavior on the post-test, while students with an IEP in the intervention group did not show significant mean differences in any of the variables. Extant research suggests that gifted students with EPs experience bullying differently and in different forms (Espelage & King, 2018).

Authors

• Katherine A. Graves, Utah State University

• Chad A. Rose, University of Missouri

• Luz Robinson, University of North Carolina - Chapel Hill

• Lindsey Mirielli, University of Kansas

• Cannon Ousley, University of Missouri

• Alberto Valido Delgado, University of Missouri

• Dorothy L. Espelage, University of North Carolina - Chapel Hill