教师在线专业发展的发展：对残疾学生欺凌的理解、认识和应对

IF 0.8 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Education and Urban Society Pub Date : 2023-07-22 DOI:10.1177/00131245231187370

D. Espelage, Anjali J. Forber-Pratt, Chad A. Rose, Katie Graves, Rachel Hanebutt, A. E. Sheikh, Ashley Woolweaver, Tracey Kenyon Milarsky, Katherine M. Ingram, Luz E. Robinson, A. M. Gomez, Pamela K. Chalfant, Christine D. Salama, Philip E. Poekert

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引用次数: 2

摘要

残疾学生（SWD）遭受欺凌和实施欺凌的风险不成比例，但缺乏以教育工作者为重点的针对这些学生的预防专业发展。该项目旨在通过创建四个在线专业发展模块来解决培训方面的差距：（1）了解SWD中的欺凌行为，（2）研究风险特征，（3）制定学校和课堂预防策略，以及（4）个人预防。这些模块是根据教师和工作人员的反馈反复开发的，纳入了多层支持系统框架，重点关注植根于社会情感学习的干预措施，并强调了预防对SWD的重要性。

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Development of Online Professional Development for Teachers: Understanding, Recognizing and Responding to Bullying for Students with Disabilities

Students with disabilities (SWDs) are disproportionately at-risk for bullying victimization and perpetration, yet there is a lack of educator-focused professional development targeting prevention for these students. This project sought to address gaps in training through the creation of four online professional development modules: (1) understanding bullying among SWDs, (2) examining risk characteristics, (3) establishing school and classroom prevention strategies, and (4) individual prevention. These modules were iteratively developed with feedback from teachers and staff, incorporating the Multi-Tiered System of Supports (MTSS) framework to focus on interventions rooted in social emotional learning (SEL), and emphasizing the importance of prevention for SWDs.

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来源期刊

Education and Urban Society Multiple-

CiteScore

3.00

自引率

8.30%

发文量

期刊介绍： Education and Urban Society (EUS) is a multidisciplinary journal that examines the role of education as a social institution in an increasingly urban and multicultural society. To this end, EUS publishes articles exploring the functions of educational institutions, policies, and processes in light of national concerns for improving the environment of urban schools that seek to provide equal educational opportunities for all students. EUS welcomes articles based on practice and research with an explicit urban context or component that examine the role of education from a variety of perspectives including, but not limited to, those based on empirical analyses, action research, and ethnographic perspectives as well as those that view education from philosophical, historical, policy, and/or legal points of view.lyses.