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Teacher Identity and Bullying--Perspectives from Teachers during Bullying Prevention Professional Development

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Title: Teacher Identity and Bullying--Perspectives from Teachers during Bullying Prevention Professional Development
Language: English
Authors: Anne Drescher (ORCID 0000-0002-0684-324X), Tracey Kenyon Milarsky (ORCID 0000-0003-3305-8527), Graceson Clements (ORCID 0000-0002-0011-3561), America J. El Sheikh (ORCID 0000-0003-4583-4263), Rachel Hanebutt (ORCID 0000-0003-2342-3615), Luz E. Robinson (ORCID 0000-0002-5269-8522), Katherine A. Graves (ORCID 0000-0002-2740-6751), Alberto Valido (ORCID 0000-0003-4428-7085), Dorothy L. Espelage (ORCID 0000-0003-0658-2067), Chad Rose (ORCID 0000-0003-3565-2490)
Source: International Journal of Bullying Prevention. 2024 6(3):355-369.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 15
Publication Date: 2024
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A190238
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Descriptors: Bullying, Prevention, Faculty Development, Special Education Teachers, Students with Disabilities, Racial Differences, Ethnicity, Gender Differences, Age Differences, Cultural Influences, Social Influences, Teacher Attitudes, Parent Role, Peer Relationship, Teacher Role, Online Courses
DOI: 10.1007/s42380-023-00201-w
ISSN: 2523-3653
2523-3661
Abstract: This article presents an analysis of qualitative data collected from general and special education teachers (n = 36) participating in a four-module professional development training focused on preventing bullying among students with disabilities. Analysis was driven by Braun and Clarke (Qualitative Research in Psychology 3:77-101, 2006) six step process for thematic analysis. We report on four major themes: (1) the effect of teachers' identities, including race, gender, age, and cultural and social backgrounds; (2) teacher perspectives of the role of parents in bullying prevention; (3) teacher views concerning bullying between students and best practices for responding to reports of bullying in schools; (4) the influence of sociocultural factors on bullying in classrooms. Taken together, these themes suggest that teachers reflect on their role as the "kind of teacher" that prevents bullying, which has implications for the students within their classroom. Results inform best practices for the design and delivery of instructional programs and workshops that consider teacher identity and create environments that better support teachers in preventing and responding to bullying in their classrooms.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2024
Accession Number: EJ1444562
Database: ERIC
FullText Text:
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PubType: Academic Journal
PubTypeId: academicJournal
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IllustrationInfo
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  Data: Teacher Identity and Bullying--Perspectives from Teachers during Bullying Prevention Professional Development
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Anne+Drescher%22">Anne Drescher</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0684-324X">0000-0002-0684-324X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tracey+Kenyon+Milarsky%22">Tracey Kenyon Milarsky</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-3305-8527">0000-0003-3305-8527</externalLink>)<br /><searchLink fieldCode="AR" term="%22Graceson+Clements%22">Graceson Clements</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0011-3561">0000-0002-0011-3561</externalLink>)<br /><searchLink fieldCode="AR" term="%22America+J%2E+El+Sheikh%22">America J. El Sheikh</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-4583-4263">0000-0003-4583-4263</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rachel+Hanebutt%22">Rachel Hanebutt</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2342-3615">0000-0003-2342-3615</externalLink>)<br /><searchLink fieldCode="AR" term="%22Luz+E%2E+Robinson%22">Luz E. Robinson</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5269-8522">0000-0002-5269-8522</externalLink>)<br /><searchLink fieldCode="AR" term="%22Katherine+A%2E+Graves%22">Katherine A. Graves</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2740-6751">0000-0002-2740-6751</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alberto+Valido%22">Alberto Valido</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-4428-7085">0000-0003-4428-7085</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dorothy+L%2E+Espelage%22">Dorothy L. Espelage</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0658-2067">0000-0003-0658-2067</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chad+Rose%22">Chad Rose</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-3565-2490">0000-0003-3565-2490</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Bullying+Prevention%22"><i>International Journal of Bullying Prevention</i></searchLink>. 2024 6(3):355-369.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 15
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Institute of Education Sciences (ED)
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  Label: Contract Number
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  Data: R324A190238
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  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Bullying%22">Bullying</searchLink><br /><searchLink fieldCode="DE" term="%22Prevention%22">Prevention</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnicity%22">Ethnicity</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Influences%22">Social Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Role%22">Parent Role</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s42380-023-00201-w
– Name: ISSN
  Label: ISSN
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  Data: 2523-3653<br />2523-3661
– Name: Abstract
  Label: Abstract
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  Data: This article presents an analysis of qualitative data collected from general and special education teachers (n = 36) participating in a four-module professional development training focused on preventing bullying among students with disabilities. Analysis was driven by Braun and Clarke (Qualitative Research in Psychology 3:77-101, 2006) six step process for thematic analysis. We report on four major themes: (1) the effect of teachers' identities, including race, gender, age, and cultural and social backgrounds; (2) teacher perspectives of the role of parents in bullying prevention; (3) teacher views concerning bullying between students and best practices for responding to reports of bullying in schools; (4) the influence of sociocultural factors on bullying in classrooms. Taken together, these themes suggest that teachers reflect on their role as the "kind of teacher" that prevents bullying, which has implications for the students within their classroom. Results inform best practices for the design and delivery of instructional programs and workshops that consider teacher identity and create environments that better support teachers in preventing and responding to bullying in their classrooms.
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  Data: As Provided
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  Label: IES Funded
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  Data: 2024
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  Label: Accession Number
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  Data: EJ1444562
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1444562
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        Value: 10.1007/s42380-023-00201-w
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 355
    Subjects:
      – SubjectFull: Bullying
        Type: general
      – SubjectFull: Prevention
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      – SubjectFull: Faculty Development
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      – SubjectFull: Special Education Teachers
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      – SubjectFull: Students with Disabilities
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