:::

詳目顯示

回上一頁
題名:校園霸凌之防制與能力培訓探究:從臺灣教師之觀點
作者:宋宥賢
作者(外文):Yu-Hsien Sung
校院名稱:國立中山大學
系所名稱:教育研究所
指導教授:陳利銘
學位類別:博士
出版日期:2020
主題關鍵詞:影片模擬霸凌防制教師師培生能力校園霸凌video-based simulationteacherstudent teacherschool bullyingcompetencebullying intervention
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:0
  • 點閱點閱:1
研究背景與目的:本論文針對現今臺灣校園霸凌防制不足處,即缺乏對霸凌發生當下的有效緊急處置(immediate intervention),透過三項研究分別探究教師緊急霸凌介入能力內涵(competence in immediately intervening in school bullying; CIISB)(研究一)、建構相關能力測量工具(研究二)、及發展緊急介入訓練課程(研究三),以助師培生預備該項能力。
研究對象與方法:第一項研究共16位臺灣國高中教師參與,其資料收集方式為半結構式質性訪談,並透過相關質性資料分析法進行資料分析。第二項研究共50位臺灣大專院校師培生參與,以協助驗證緊急霸凌介入能力測驗工具(影片能力測驗)的可行性。第三項研究則有98位臺灣大專院校師培生參與,並運用影片能力測驗與線上自我效能問卷收集資料,以釐清相關緊急霸凌介入能力訓練之成效。此二項研究主要採用內容分析、描述性統計、與推論統計進行資料分析。
研究結果:本研究第一項研究結果指出教師緊急霸凌介入能力(CIISB)主要包含兩結構:建構校園霸凌之緊急介入(structuring prompt management of school bullying)及設立適切氛圍(setting the appropriate atmosphere)。第二項研究結果則發展了一緊急霸凌介入能力之影片測量工具(CIISB video-based instrument),該項工具係由(1)四部關於模擬教師緊急介入校園霸凌的影片;(2)一清楚施測指導;(3)一系列用以測量師培生緊急霸凌介入能力的開放性問題;(4)一判斷緊急霸凌介入能力表現之編碼表所組成。而經由實際對師培生的施測,第四項研究結果也證明該緊急霸凌介入能力之影片測量工具可有效測量師培生的緊急霸凌介入能力。第三項研究結果除提供了緊急霸凌介入能力訓練之課程建構(即緊急霸凌介入能力之影片模擬訓練; CIISB video-based simulation training),同時也證實了該項訓練確實可有效增進師培生的緊急霸凌介入能力與自我效能。綜此,本論文對於校園霸凌群體釐清與相關防制建構有所貢獻。
Context
This dissertation aims to clarify the construct of competence in immediately intervening in school bullying (CIISB) and thereby organize corresponding effective training for CIISB development. To achieve the above goals, three empirical studies were set up and are presented in three empirical chapters (Chapters 2–4) in this dissertation.
Results
A total of 16 experienced secondary school teachers in Taiwan were invited to participate in the study of Chapter 2, and a qualitative approach was adopted for data collection and analysis. The results of this chapter reveal that there are two key constructs that are central to CIISB. Chapter 3 demonstrates a procedure for developing a video-based instrument to measure student teachers’ CIISB. The final instrument consists of four video-vignettes, a series of open-ended questions to elicit student teachers’ PID skills, instructions for instrument implementation, and a three-dimensional coding scheme to measure PID skill scores for CIISB. A total of 98 student teachers in Taiwan were included. A pre-test/post-test intervention was implemented to examine the impact of the video-based simulation trainings on the development of student teachers’ CIISB. Overall, the results of this chapter indicated that the video-based simulation training with debriefing is the most effective way to enhance student teachers’ CIISB-related PID skills.
Abdirahman, H., Fleming L., & Jacobsen K (2012). Parental involvement and bullying among middle school students in North Africa. Eastern Mediterranean Health Journal, 19, 227–233.
Agnew, R., & White, H. R. (1992). An Empirical Test of General Strain Theory. Criminology, 30(4), 475–499.
Ahtola, A., Haataja, A., Kärnä, A., Poskiparta, E., & Salmivalli, C. (2012). For children only? Effects of the Kiva antibullying program on teachers. Teaching and Teacher Education, 28(6), 851–859.
Almeida, A., del Barrio, C., Marques, M., Fernández, I., Gutiérrez, H., & Cruz, J. (2001). A script-cartoon narrative of peer-bullying in children and adolescents. In M. Martínez (Ed.), Prevention and control of aggression and its impact on its victims (pp. 161-168). New York, USA: Kluwer Academic/ Plenum.
Alsawaie, O. N., & Alghazo, I. M. (2010). The effect of video-based approach on prospective teachers’ ability to analyze mathematics teaching. Journal of Mathematics Teacher Education, 13(3), 223–241.
Amador, J. M. (2018). Video simulations to develop preservice mathematics teachers’ discourse practices. Technology, Pedagogy and Education, 27(1), 1–14.
Archer, J. (2004). Sex differences in aggression in real-world setting: A meta-analytic review. Review of General Psychology, 8, 291–322.
Baartman, K. J., Frans J. P., Kirschner, P. A., & van der Vleuten, C. P. M. (2007). Determining the quality of competence assessment programs: a self-evaluation procedure. Studies in Educational Evaluation, 33, 258–281.
Baartman, L. K. J., Bastiaens, T. J., Kirschner, P. A., & Van der Vleuten, C. P. M. (2007). Teachers’ opinions on quality criteria for competency assessment programmes. Teaching and Teacher Education, 23, 857–867.
Bacchini, D., Esposity, G., & Affuso, G. (2009). Social experience and school bullying. Journal of Community and Applied Social Psychology, 19, 17–32.
Badiee, F. & Kaufman, D. (2014). Effectiveness of an online simulation for teacher education. Journal of Technology and Teacher Education, 22(2), 167–186.
Banas, J. R. (2015). Preservice teachers’ attitudes and beliefs towards different types of bullying and the likelihood they will Intervene. Northwest Journal of Teacher Education, 12(1), 1–27. doi: 10.15760/nwjte.2015.12.1.2
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Batsche, G. M., & Knoff, H. M. (1994). Bullies and their victims: Understanding a pervasive problem in the schools. School Psychology Review, 23, 165–174.
Bauer, N., Lozano, P., & Rivara, F. P. (2007). The effectiveness of the Olweus Bullying Prevention Program in public middle schools: A controlled trial. Journal of Adolescent Health, 40, 266–274.
Bauman, S. (2008). The role of elementary school counselors in reducing school bullying. The Elementary School Journal, 108, 362–375. doi:10.1086/589467
Bauman, S., & Del Rio, A. (2005). Knowledge and beliefs about bullying in schools: Comparing pre-service teachers in the Unites States and the United Kingdom. School Psychology International, 26(4), 428–442.
Bauman, S., & Del Rio, A. (2006). Preservice teachers’ responses to bullying scenarios: Comparing physical, verbal, and relational bullying. Journal of Educational Psychology, 98, 219–231.
Bauman, S., Rigby, K., & Hoppa, K. (2008). US teachers’ and school counsellors’ strategies for handling school bullying incidents. Educational Psychology, 28, 837–856. doi: 10.1080/01443410802379085.
Bauman, S., Toomey, R. B., & Walker, J. (2013). Associations among bullying, cyberbullying, and suicide in high school students. Journal of Adolescence, 36, 341–350. doi:10.1016/j.adolescence.2012.12.001
Bauman, S. (2008). The role of elementary school counselors in reducing school bullying. The Elementary School Journal, 108, 362–375.
Beaird, G., Nye C., & Thacker L. R. (2017). The use of video recording and standardized patient feedback to improve communication performance in undergraduate nursing students. Clinical Simulation in Nursing, 13(4), 176–185. doi:10.1016/j.ecns.2016.12.005.
Begotti, T., Tirassa, M., & Acquadro Maran, D. (2017). School bullying episodes: attitudes and intervention in pre-service and in-service Italian teachers. Research Papers in Education, 32(2), 170–182.
Beilstein, S., Perry, M., & Bates, M. (2017). Prompting meaningful analysis from pre-service teachers using elementary mathematics video vignettes. Teaching and Teacher Education, 63, 285–295.
Benbenishty, R., & Astor, R. A. (2005). School Violence in Context: Culture, Neighborhood, Family, School, and Gender. New York: Oxford University Press
Benitez, J. L., Garcia-Berben, A., & Fernandez-Cabezas, M. (2009). The impact of a course on bullying within the pre-service teacher training curriculum. Electronic Journal of Research in Educational Psychology, 17(7), 191–208.
Beran, T., & Shapiro, B. (2005). Evaluation of an anti-bullying program: Student reports of knowledge and confidence to manage bullying. Canadian Journal of Education, 28(4), 700–717.
Beran, T. (2006). Preparing teachers to manage school bullying: The hidden curriculum. Journal of Educational Thought, 40, 119–128.
Bereby-Meyer, Y., Moran, S., & Sattler, L. (2010). The effects of achievement motivational goals and of debriefing on the transfer of skills in integrative negotiation. Negotiation and Conflict Management Research, 3(1), 64–86. doi: 10.1111/j.1750-4716.2009.00050.x.
Bereiter, C., & Scardamalia, M. (1985). Cognitive coping strategies and the problem of "inert knowledge." In S. F. Chipman, J. W. Segal, & R. Glaser (Eds.), Thinking and learning skills: Current research and open questions. (pp. 65–80). Hillsdale, NJ: Lawrence Erlbaum.
Berns, R. M. (2012). Child, family, school, community: Socialization and support. Belmont, CA: Wadsworth Publishing.
Betts, L. (2016). Cyberbullying: Approaches, Consequences and Interventions. Springer.
Birt, L., Scott, S., Cavers, D., Campbell, C., & Walter, F. (2016). Member checking: A tool to enhance trustworthiness or merely a nod to validation? Qualitative Health Research, 26, 1802–1811.
Blomberg, G., A. Renkl, G. Sherin, H. Borko, & Seidel, T. (2013). Five research-based heuristics for using video in pre-service teacher education. Journal for Educational Research Online, 5(1), 90–114.
Blömeke, S., Gustafsson, J. E., & Shavelson, R. J. (2015). Beyond dichotomies. Competence viewed as a continuum. Journal of Psychology, 223(1), 3–13.
Bogo, M., Katz, E., Regehr, C., Logie, C., Mylopoulos, M., & Tufford, L. (2013). Toward understanding meta-competence: An analysis of students’ reflection on their simulated interviews. Social Work Education, 32(2), 259–273. doi: 10.1080/02615479.2012.738662
Bond, W., Kuhn, G., Binstadt, E., Quirk, M., Wu, T., Tews, M., …Ericsson, K. A. (2008). The use of simulation in the development of individual cognitive expertise in emergency medicine. Academic Emergency Medicine, 15, 1037–1045. doi:10.1111/j.1553-2712.2008.00229.x.
Borko, H., & Jacobs, J., & Eiteljorg, E., & Pittman, M. E. (2008). Video as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education, 24(2), 417–436.
Boulton, M. J., Hardcastle, K., Down, J., Fowles, J., & Simmonds, J. A. (2014). A comparison of preservice teachers’ responses to cyber versus traditional bullying scenarios similarities and differences and implications for practice. Journal of Teacher Education, 65(2), 145–155. doi:10.1177/0022487113511496
Bowes, L., Arseneault, L., Maughan, B., Taylor, A., Caspi, A., & Moffitt, T. E. (2009). School, neighborhood, and family factors are associated with children’s bullying involvement: A nationally representative longitudinal study. Journal of the American Academy of Child & Adolescent Psychiatry, 48, 545–553.
Bradshaw, C. P. (2015). Translating research to practice in bullying prevention. American Psychologist, 70, 322–332. doi:10.1037/a0039114
Bray-Clark, N., & Bates, R. (2003). Self-efficacy beliefs and teacher effectiveness: Implications for professional development. Professional Educator, 26, 13–22.
Bronfenbrenner, U. (1994). Ecological models of human development. In T. Husen & T. N. Postlethwaite (Eds.), International encyclopedia of education (2nd ed., Vol. 3, pp. 1643–1647). Oxford, UK: Pergamon Press/Elsevier Science.
Brown, J. M. (1998). Self-regulation and the addictive behaviors. In W. R. Miller, & R. Heather (Eds.), Treating addictive behaviors (pp. 61–73). New York: Plenum.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42.
Brown, S. L., Birch, D. A., & Kancherla, V. (2005). Bullying perspectives: Experiences, attitudes and recommendations of 9- to 13- year olds attending health education centres in the United States. Journal of School Health, 75, 384–392.
Brunero, S., Lamont, S., & Coates, M. (2010). A review of empathy education in nursing. Nursing Inquiry, 17, 65–74. doi:10.1111/j.1440-1800.2009.00482.x
Burger, C., Strohmeier, D., Spröber, N., Bauman, S., & Rigby, K. (2015). How teachers respond to school bullying: An examination of self-reported intervention strategy use, moderator effects, and concurrent use of multiple strategies. Teaching and Teacher Education, 51, 191–202. doi:10.1016/j.tate.2015.07.004.
Burns, S., Maycock, B., Cross, D., & Brown, G. (2008). The power of peers: Why some students bully others to conform. Qualitative Health Research, 18, 1704–1716.
Butler, A. & Monda-Amaya. (2016). Preservice teachers’ perceptions of challenging behavior. Teacher Education and Special Education, 39(4), 276–292.
Butler, K. W., Veltre, D. E., & Brady, D. (2009). Implementation of active learning pedagogy comparing low-fidelity simulation versus high-fidelity simulation in pediatric nursing education. Clinical Simulation in Nursing, 5, 129–136. doi:10.1016/j.ecns.2009.03.118
Byers, D. L., Caltabiano, N. J., & Caltabiano, M. L. (2011). Teachers’ attitudes towards overt and covert bullying, and perceived efficacy to intervene. Australian Journal of Teacher Education, 36, 105–119. doi:10.14221/ajte.2011v36n11.1.
Cameron, D. L., & Kovac, V. B. (2017). Parents and preschool workers’ perceptions of competence, collaboration, and strategies for addressing bullying in early childhood. Child Care in Practice, 23(2), 126–140.
Caravita, S. C. S., Di Blasio, P., & Salmivalli, C. (2010). Early adolescents’ participation in bullying: is ToM involved? The Journal of Early Adolescence, 30, 138–170.
Carbone-Lopez, K., Esbensen, F. A., & Brick, B. T. (2010). Correlates and consequences of peer victimization: gender differences in direct and indirect forms of bullying. Youth Violence and Juvenile Justice, 8(4), 332–350.
Carney, J. V. (2005). Factor structure of the bullying situations identification (BSI) instrument. Journal of School Violence, 4, 77–92. doi:10.1300/J202v04n03_07.
Carney, T. F. (1990). Collaborative inquiry methodology. Windsor, Ontario, Canada: University of Windsor, Division for Instructional Development.
Carrington, L., Kervin, L., & Ferry, B. (2011). Enhancing the development of pre-service teacher professional identity via an online classroom simulation. Journal of Technology and Teacher Education, 19(3), 351–368.
Carroll-Lind, J. (2009). School safety: An inquiry into the safety of students at school. Wellington, New Zealand: Office of the Children’s Commissioner.
Carter, S. (2012). The bully at school: An interdisciplinary approach. Issues in Comprehensive Pediatric Nursing, 35, 153–162. doi:10.3109/01460862.2012.708215
Casas, J. A., Ortega-Ruiz, R. & Del Rey, R. (2015). The impact of teacher management and trait emotional intelligence. British Journal of Educational Psychology, 85, 407–423. doi:10.1111/bjep.12082
Cascardi, M., Brown, C., Iannarone, M., & Cardona, N. (2014). The problem with overly broad definitions of bullying: Implications for the schoolhouse, the statehouse, and the ivory tower. Journal of School Violence, 13(3), 253–276. doi:10.1080/15388220.2013.846861
Centers for Disease Control and Prevention (2016). Understanding bullying. Retrieved from https://www.cdc.gov/violenceprevention/pdf/bullying_factsheet.pdf.
Chan, H., & Wong, D. (2015). Traditional school bullying and cyberbullying in Chinese societies: Prevalence and a review of the whole-school intervention approach. Aggression and Violent Behavior, 23, 1–27. doi: 10.1016/j.avb.2015.05.010
Chang, J. H. & Yang, H. C. (2010). To play or to bully-A study into the experience of sexual bullying among senior students at elementary school in Taiwan. Journal of Education, 24, 41–72.
Charles, M. T., & Kim, J. C. K. (1998). Crisis management: A Casebook. Springfield, IL: Thomas Publisher.
Chen, J. K., & Chen, L. M. (2019). A cross-national examination of school violence and nonattendance due to school violence in Taiwan, Hong Kong, and Mainland China: A rasch model approach. Journal of School Violence (Advanced online publication). doi:10.1080/15388220.2019.1568882
Chen, J. K., & Wei, H. S. (2013). School violence, social support and psychological health among Taiwanese junior high school students. Child Abuse & Neglect, 37, 252–262.
Chen, L. M. (2018). School-based anti-bullying strategies in Taiwan and their effects. Studies in Educational Evaluation 59, 218–223.
Chen, L. M., & Cheng, Y. Y. (2013). Prevalence of school bullying among secondary students in Taiwan: Measurements with and without a specific definition of bullying. School Psychology International, 34, 707–720. doi:10.1177/0143034313479694
Chen, L. M., Chang, Y. C., & Cheng, Y. Y. (2016). Choosing to be a defender or an outsider in a school bullying incident: Determining factors and the defending process. School Psychology International, 37(3), 289–302. doi:10.1177/0143034316632282
Chen, L. M., Sung, Y. H., & Cheng, W. (2017). How to enhance teachers’ bullying identification: A comparison among providing a training program, a written definition, and a definition with a checklist of bullying characteristics. The Asia-Pacific Education Researcher, 26(6), 351–359. doi:10.1007/s40299-017-0354-1
Chen, L. M., Wong, C. C., Feng, H. W. (2015). Prevalence rates and common behaviors of school bullying among Taiwanese elementary students. Educational Review, 45, 127–157.
Cheng, A., Eppich, W., Grant, V., Sherbino, J., Zendejas, B., & Cook, D. A. (2014). Debriefing for technology‐enhanced simulation: a systematic review and meta‐analysis. Medical Education, 48(7), 657–666.
Cheng, Y. Y., Chen, L. M., Ho, H. C., & Cheng, C. L. (2011). Definitions of school bullying in Taiwan: A comparison of multiple perspectives. School Psychology International, 32, 227–243. doi: 10.1177/0143034311404130
Cheng, Y. Y., Chen, L. M., Liu, K. S., & Chen, Y. L. (2011). Development and psychometric evaluation of the school bullying scales: A Rasch measurement approach. Educational and Psychological Measurement, 71(1), 200–216. doi: 10.1177/0013164410387387
Chin, J. K., Dowdy, E., Jimerson, S. R., & Rime, J. (2012). Alternatives to suspensions: Rationale and recommendations. Journal of School Violence, 11, 156–173.
Chiu, J., & Chang, L. L. (2012). Identification, evaluation, and intervention of bullying behaviors in secondary and elementary school teachers. Research in Applied Psychology, 54, 203–250.
Cho, J. L., Hendrickson, J. M., & Mock, D. R. (2009). Bullying status and behavior patterns of preadolescents and adolescents with behavioral disorders. Education and Treatment of Children, 32(4), 655–671.
Chung, M. L. (2017). A study of school anti-bullying policy in Taiwan (Unpublished doctoral dissertation). The university of Sheffield, Sheffied.
Clarkson, S., & Hutchings, J. (2015). Introducing and piloting the KiVa bullying prevention programme in the UK. Educational and Child Psychology, 32(1), 49–61.
Clarles, M. T., & Kim, J. C. K. (1998). Crisis management: A Casebook. Springfield, IL: Thomas Publisher.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Earlbaum Associates.
Cohen, L. E., & Felson, M. (1979). Social change and crime rate trends: A routine activity approach. American Sociological Review, 44, 588–605.
Cole, R. S., & Todd, J. B. (2003). Effects of Web-based multimedia homework with immediate rich feedback on student learning in general chemistry. Journal of Chemical Education, 80(11), 1338–1343. doi:10.1021/ed080p1338
Collopy, F. (1996). Biases in retrospective self-reports of time use: An empirical study of computer users. Management Science, 36(2), 156–172.
Commonwealth Government of Australia. (1994). Sticks and Stones: A report of violence in schools. Canberra: Australian Publishing Service.
Cook, C. R., Williams, K. R., Guerra, N. G., Kim, T. E., & Sadek, S. (2010). Predictors of bullying and victimization in childhood and adolescence: A meta-analytic investigation. School Psychology Quarterly, 25, 65–83. doi: 10.1037/a0020149
Cooper, J., Brandon, P., & Lindberg, M. (1997). Using peer debriefing in the final Stage of evaluation with implications for qualitative research: Three impressionist tales. Paper presented at Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). Abstract retrieved from http://eric.ed.gov/?id=ED410287
Cooper, S., Cant, R., Bogossian, F., Kinsman, L., & Bucknall, T. (2015). Patient deterioration education: Evaluation of face-to-face simulation and e-simulation approaches. Clinical Simulation in Nursing, 11(2), 97–105. doi: 10.1016/j.ecns.2014.10.010.
Cope, D.G. (2014). Methods and meanings: Credibility and trustworthiness of qualitative research. Oncology Nursing Forum, 41(1), 89–91. doi:10.1188/14.ONF.89–91
Copeland, W. E., Wolke, D., Angold, A., & Costello, E. J. (2013). Adult psychiatric outcomes of bullying and being bullied by peers in childhood and adolescence. Journal of the American Medical Association Psychiatry, 70, 419–426. doi:10.1001/jamapsychiatry .2013.504
Corcoran, L., & Mc Guckin, C. (2014). Addressing bullying problems in Irish schools and in cyberspace: A challenge for school management. Educational Research, 56(1), 48–64. doi:10.1080/00131881.2013.874150
Cowie, H. (2011). Peer support as an intervention to counteract school bullying: Listen to the children. Children and Society, 25(4), 287–292.
Cowie, H., & Hutson, N. (2005). Peer support: A strategy to help bystanders challenge school bullying. Pastoral Care in Education, 23(2), 40–44.
Craig, K., Bell, D., & Leschield, A. (2011). Preservice teachers’ knowledge and attitudes regarding school-based bullying. Canadian Journal of Education, 34(2), 21–33.
Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social information-processing mechanisms in children’s social adjustment. Psychological Bulletin, 115, 74–101.
Cross, D., & Barnes, A. (2014). Using systems theory to understand and respond to family influences on children’s bullying behavior: Friendly schools friendly families program. Theory into Practice, 53, 293–299. doi: 10.1080/00405841.2014.947223.
Cross, D., Lester, L., & Barnes, A. (2015). A longitudinal study of the social and emotional predictors and consequences of cyber and traditional bullying victimisation. International Journal of Public Health, 60, 207–217. doi:10.1007/s00038-015-0655-1
Crothers, L. M., & Kolbert, J. B. (2008). Tackling a problematic behavior management issue: Teachers’ intervention in childhood bullying problems. Intervention in School and Clinic, 43, 132–139.
Cunningham, N. J., & Whitten, M. (2007). The role of the middle school counselor in preventing bullying. Journal of School Counseling, 5(1). Retrieved from http://www.jsc.montana.edu/ articles/v5n1.pdf
Cunningham, T., Hoy, K., & Shannon, C. (2015). Does childhood bullying lead to the development of psychotic symptoms? A meta-analysis and review of prospective studies. Psychosis: Psychological, Social and Integrative Approaches 8, 48–59.
Curran, V., Reid, A., Fitzgerald, S., Heath, O., & Mullins-Richards, P. (2015). The use of standardised patients in interprofessional education curriculum delivery: A causal-comparative study of student feedback. Focus on Health Professional Education, 16(3), 16–28. doi:10.11157/fohpe.v16i3.81.
Damon, W., Lerner, R. M., & Eisenberg, N. (2006). Handbook of child psychology: Social, emotional, and personality development (6th ed.). New York: Wiley.
Darling-Hammond, L. (2006). Constructing 21st century teacher education. Journal of Teacher Education, 57, 300–315. doi:10.1177/0022487105285962.
De Coninck, K. (2019). Conceptualising, measuring and developing parent-teacher communication competences: Clinical simulations in teacher education (Unpublished doctoral dissertation). Ghent University, Ghent.
De Coninck, K., Valcke, M., & Vanderlinde, R. (2018). A measurement of student teachers’ parent–teacher communication competences: the design of a video-based instrument. Journal of Education for Teaching, 44(3), 333-352. doi: 10.1080/02607476.2018.1465656
De Coninck, K., Valcke, M., Ophalvens, I., & Vanderlinde, R. (2019). Bridging the theory-practice gap in teacher education: The design and construction of simulation-based learning environments. In K. Hellmann, J. Kreutz, M. Schwichow, & K. Zaki (Eds.), Kohärenz in der Lehrerbildung (pp. 263–280). Wiesbaden: Springer VS.
Deakin Crick, R. (2008). Key competencies for education in a European context. European Educational Research Journal, 7(3), 311–318.
Dedousis-Wallacea, A., Shuteb, S., Varlowa, M., Murrihya, R., & Kidmana, T. (2014). Predictors of teacher intervention in indirect bullying at school and outcome of a professional development presentation for teachers. Educational Psychology, 34(7), 862–875. doi:10.1080/01443410.2013.785385
DeRosier, M. E. (2004). Building relationships and combating bullying: Effectiveness of a schoolbased social skills group intervention. Journal of Clinical Child and Adolescent Psychology, 33, 196–201.
DeVellis, R. F. (2012). Scale Development: Theory and Applications (3rd ed.). Newbury Park, CA: Sage Publications.
Dieker, L. A., Rodriguez, J. A., Lignugaris, B., Hynes, M. C., & Hughes, C. E. (2014). The potential of simulated environments in teacher education: Current and future possibilities. Teacher Education and Special Education, 37(1), 21–33. doi:10.1177/0888406413512683
Dieker, L. A., Lane, H. B., Allsopp, D. H., O''Brien, C., Butler, T. W., Kyger, M., Lovin, L., & Fenty, N. S. (2009). Evaluating video models of evidence-based instructional practices to enhance teacher learning. Teacher Education and Special Education, 32, 180–196.
Dishion, T. J., & Stormshak, E. A. (2007). Intervening in children’s lives: An ecological, family-centered approach to mental health care. Washington, DC: American Psychological Association Books.
Dochy, F., Gijbels, D., & Segers, M. (2006). Learning and the emerging new assessment culture.”In L. Verschaffel, F. Dochy, M. Boekaerts, & S. Vosniadou (Eds.). Instructional Psychology: Past, Present and Future Trends (pp. 191–206). Oxford and Amsterdam: Elsevier.
Dotger, B. (2013). “I had no idea!”: Clinical simulations for teacher development. Charlotte, NC: Information Age.
Dotger, B. H. (2010). “I had no idea”: Developing dispositional awareness and sensitivity through a cross-professional pedagogy. Teaching and Teacher Education, 26(4), 805–812.
Dreifuerst, K. T. (2009). The essentials of debriefing in simulation learning: A concept analysis. Nursing Education Perspectives, 30, 109–114.
Dresler-Hawke, E., & Whitehead, D. (2009). Interventions: the behavioral ecological model as a framework for school-based anti-bullying health promotion. Journal of School Nursing, 25(3), 195–204.
Dufrene, C. & Young, A. (2013). Successful debriefing–Best methods to achieve positive learning outcomes: A literature review. Nurse Education Today, 34(3), 372–376. doi:10.1016/j.nedt.2013.06.026.
Dunekacke, S., Jenßen, L., & Blömeke, S. (2015). Effects of mathematics content knowledge on pre-school teachers’ performance: A video-based assessment of perception and planning abilities in informal learning situations. International Journal of Science and Mathematics Education, 13, 267–286. doi:10.1007/s10763-014-9596-z
Espelage, D. L. (2014). Ecological theory: Preventing youth bullying, aggression, & victimization. Theory into Practice, 53, 257–264. doi:10.1080/00405841.2014.947216
Espelage, D. L., & Colbert, C. L. (2016). School-based bullying: Definition, prevalence, etiology, outcomes, and preventive strategies. In M. K. Holt, A. E. Grills, M. K. Holt & A. E. Grills (Eds.), Critical issues in school-based mental health: Evidence-based research, practice, and interventions (pp. 132–144). New York, NY, US: Routledge/Taylor & Francis Group.
Espelage, D. L., & Swearer, S. M. (2003). Research on school bullying and victimization: What have we learned and where do we go from here? School Psychology Review, 32, 365–383.
Espelage, D. L., Green, H., & Polanin, J. (2012). Willingness to intervene in bullying episodes among middle school students: Individual and peer-group influences. The Journal of Early Adolescence, 32(6), 776–801. doi:10.1177/0272431611423017
Espelage, D. L., Holt, M., & Henkel, R. (2003) Examination of peer-group contextual effects on aggression during early adolescence. Child Development, 74, 205–220.
Espelage, D.L., Bosworth, K., Simon, T.R. (2000). Examining the social context of bullying behaviors in early adolescence. Journal of Counseling and Development, 78, 326–333.
Evans, C. B. R., Fraser, M. V., & Cotter, K. L. (2014). The effectiveness of school-based bullying prevention programs: A systematic review. Aggression and Violent Behavior, 19, 532–544.
Farmer, T. W., Lines, M. M., & Hamm, J. V. (2011). Revealing the invisible hand: The role of teachers in children’s peer experiences. Journal of Applied Developmental Psychology, 32, 247–256. doi: 10.1016/j.appdev.2011.04.006
Farrington, D. P., & Ttofi, M. M. (2009). Reducing school aggression: Evidence-based implications for policy. Victims & Offenders, 4, 321–326.
Ferguson, N. F., & Estis, J. M. (2018). Training students to evaluate preterm infant feeding safety using a video-recorded patient simulation approach. American Journal of Speech-Language Pathology, 27, 566–573. doi:10.1044/2017_AJSLP-16-0107.
Ferng, J. Y., & Yen, H. W. (2013). The intervention curriculum design and its effects of bullying and peer sexual harassment prevention in junior high school. Formosan Journal of Sexology, 19(1), 21–52.
Fleiss, J. L. (1981). Statistical Methods for Rates and Proportions (2nd ed.). New York: Wiley.
Flower, A., McKenna, J. W., & Haring, C. D. (2017). Behavior and classroom management: Are teacher preparation programs really preparing our teachers? Preventing School Failure: Alternative Education for Children and Youth, 61(2), 163–169. doi:10.1080/1045988X.2016.1231109.
Forthun, L. F. & McCombie, J. W. (2011). The efficacy of crisis intervention training for educators: a preliminary study from the United States. Professional Development in Education, 37(1), 39–54, doi:10.1080/19415257.2010.497005
Franco, D., & Valcke, M. (2019). The development of aggression management competence in pre-service teachers : an exploratory pilot study. Presented at the American Educational Research Association Annual Meeting, Toronto, Canada.
Franco, D., Vanderlinde, R., Valcke, M. (2018). Dealing with aggression in the classroom: Online clinical simulations to measure mastery of aggression management competences. Paper presented at 12th International Technology, Education and Development Conference (Valencia, Spain, March 5-7, 2018). Abstract retrieved from https://library.iated.org/view/FRANCO2018DEA
Friedman, I. A. (2003). Self-efficacy and burnout in teaching: The importance of interpersonal relations efficacy. Social Psychology of Education, 6(3), 191–215.
Frisén, A., Jonsson, A., & Persson, C. (2007). Adolescents’ perception of bullying: Who is the victim? Who is the bully? What can be done to stop bullying? Adolescence, 42, 749–761.
Fujita, K., & Han, H. A. (2009). Moving beyond deliberative control of impulses: The effect of construal levels on evaluative associations in self-control conflicts. Psychological Science, 20, 799–804. doi:10.1111/ j.1467-9280.2009.02372.x
Fwu, B. J., & Huang, Y. H. (2016). Field-based experience: A solution for the theory-practice divide in teacher education? Journal of Research in Education Sciences, 61(2), 57–84.
Garandeau, C. F., Poskiparta, E., & Salmivalli, C. (2014). Tackling acute cases of school bullying in the KiVa anti-bullying program: A comparison of two approaches. Journal of Abnormal Child Psychology, 42, 981–991. doi:10.1007/s10802-014-9861-1
Garandeau, C. F., Vartio, A., Poskiparta, E., Salmivalli, C. (2016). School bullies’ intention to change behavior following teacher interventions: Effects of empathy arousal, condemning of bullying, and blaming of the perpetrator. Prevention Science, 17(8), 1034–1043. doi:10.1007/s11121-016-0712-x
Geen, R. G., & Donnerstein, E. (1998). Human aggression: Theories, research, and implications for policy. New York: Academic Press.
Gegenfurtner, A., Quesada-Pallarès, C., & Knogler, M. (2014). Digital simulation-based training: A meta-analysis. British Journal of Educational Technology, 45(6), 1097–1114. doi:10.1111/bjet.12188.
Gini, G. & Pozzoli, T. (2009). Association between bullying and psychosomatic problems: A meta-analysis. Pediatrics, 123, 1059–1065.
Gini, G., Albiero, P., Benelli, B., & Altoe, G. (2008). Determinants of adolescents’ active defending and passive bystanding behavior in bullying. Journal of Adolescence, 31, 93–105.
Girard, L., Girolametto, L., Weitzman, E., & Greenberg, J. (2011). Training early childhood educators to promote peer interactions: Effects on children’s aggressive and prosocial behaviors. Early Education and Development, 22, 305–323. doi:10.1080/10409281003668060
Glaser, B. G. (1965). The constant comparative method of qualitative analysis. Social Problems, 12, 436–445. doi:10.2307/798843
Gold, B., & Holodynski, M. (2017). Using digital video to measure the professional vision of elementary classroom management: Test validation and methodological challenges. Computers & Education, 107, 13–30.
Goldman, R. (2006). Video representations and the perspectivity framework: Epistemology, Ethnography, Evaluation, and Ethics. In R. Goldman, R. Pea, B. Barron, & S. Derry (Eds.), Video research in the learning sciences (pp. 3–38). Mahwah, NJ: Lawrence Erlbaum Associates.
Goldstein, A. P., Palumbo, J., Striepling, S., & Voutsinas, A. M. (1995). Break it up: A teacher''s guide to managing student aggression. Champaign, IL: Research Press.
Gorsek, A. K., & Cunningham, M. M. (2014). A review of teachers’ perceptions and training regarding school bullying, PURE Insights, 3(1), 1–5.
Gottfredson, M.R., & Hirschi, T. (1990). A general theory of crime. Stanford, CA: Stanford University Press
Grant, A. M., Franklin, J., & Langford, P. (2002). The self-reflection and insight scale: A new measure of private self-consciousness. Social Behavior and Personality, 30, 821–836.
Gregus, S. J., Rodriguez, J. H., Pastrana, F. A., Craig, J. T., McQuillin, S. D., & Cavell, T. A. (2017). Teacher self-efficacy and intentions to use anti-bullying practices as predictors of children''s peer victimization. School Psychology Review, 46(3), 304–319. doi:10.17105/SPR-2017-0060.V46-3
Hamarus, P., & Kaikkonen, P. (2008). School bullying as a creator of pupil pressure. Educational Research, 50, 333–345.
Han, Z, Zhang, G, & Zhang, H. (2017). School bullying in urban China: prevalence and correlation with school climate. International Journal of Environmental Research and Public Health, 14, 1116. doi: 10.3390/ijerph14101116
Hasekiu, C. F. (2013). Age''s differences at bullying''s acts in school age. Mediterranean Journal of Social Sciences, 4(9), 220–222.
Hawley, P. H. & Williford, A. (2015). Articulating the theory of bullying intervention programs: Views from social psychology, social work, and organizational science. Journal of Applied Developmental Psychology, 37, 3–15.
Hazler, R., Miller, D., Carney, J., & Green, S. (2001). Adult recognition of school bullying situations. Educational Research, 43, 133–146. doi:10.1080/00131880110051137.
HBSC (2016). Growing up unequal: gender and socioeconomic differences in young people’s health and well-being (WHO Publication No. 7). Retrieved from http://www.euro.who.int/__data/assets/pdf_file/0003/303438/HSBC-No.7-Growing-up-unequal-Full-Report.pdf?ua=1
Hektner, J. M., & Swenson, C. A. (2012). Links from teacher beliefs to peer victimization and bystander intervention: Tests of mediating processes. Journal of Early Adolescence, 32, 516–536.
Herbst, P., & Kosko, K. (2014). Using representations of practice to elicit mathematics teachers’ tacit knowledge of practice: A comparison of responses to animations and videos. Journal of Mathematics Teacher Education, 17, 515–537.
Hessling, R. M., Traxel, N. M., & Schmidt, T. J. (2004). Ceiling effect. In M. S. Lewis-Beck, A. Bryman, & T. F. Liao (Eds.), Encyclopedia of Social Science Research Methods. (pp. 106–107). Sage Publications Inc. doi:10.4135/9781412950589
Holtgraves, T. (2004). Social desirability and self-reports: Testing models of socially desirable responding. Personality and Social Psychology Bulletin, 30, 161–172.
Hong, J. S., & Espelage, D. L. (2012). A review of research on bullying and peer victimization in school: An ecological systems analysis. Aggression and Violent Behavior, 17, 311–322.
Hong, J. S., Davis, J. P., Sterzing, P. R., Yoon, J., Choi, S., & Smith, D. C. (2014). A conceptual framework for understanding the association between school bullying victimization and substance misuse. American Journal of Orthopsychiatry, 84(6), 696–710. doi:10.1037/ort0000036.
Hong, J. S., Lee, C. H., Lee, J. Lee, N. Y. & Garbarino, J. (2014). A review of bullying prevention and intervention in South Korean schools: an application of the social–ecological framework. Child Psychiatry & Human Development, 45, 433–442.
Hong, J.S., Kim, D. H., & Piquero, A. R. (2017). Assessing the links between punitive parenting, peer deviance, social isolation and bullying perpetration and victimization in South Korean adolescents. Child Abuse Neglect, 73, 63–70. doi:10.1016/j.chiabu.2017.09.017
Hopkins, L., Taylor, L., Bowen, E., & Wood, C. (2013). A qualitative study investigating adolescents’ understanding of aggression, bullying and violence. Children and Youth Services Review, 35(4), 685–693. doi:10.1016/j.childyouth.2013.01.012
Hsien, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288. doi:10.1177/1049732305276687
Huang, S. M. (2018). The study of teachers’ perception of campus bullying and application of anti-bullying strategies in elementary schools in Tainan (Unpublished master dissertation). National University of Tainan, Tainan.
Huang, Y. Y., & Chou, C. (2013). Revisiting cyberbullying: Perspectives from Taiwanese teachers. Computers & Education, 63, 227–239.
Huitsing, G., & Veenstra, R. (2012). Bullying in classrooms: Participant roles from a social network perspective. Aggressive Behavior, 38, 494–509. doi: 10.1002/ab.21438
Inhat, L., & Smith, J. D. (2013). Solutions for bullying: Intervention training for pre-service teachers. Journal of Teaching and Learning, 9(1). Retrieved from http://ojs.uwindsor.ca/ojs/leddy/index.php/JTL/article/view/3604/3010
Issenberg, B. S., Mcgaghie, W. C., Petrusa, E. R., Gordon, D. L., & Scalese, R. J. (2005). Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Medical Teacher, 27(1), 10–28. doi:10.1080/01421590500046924.
Jacobsen, K. & Bauman, S. (2007). School counsellors'' responses to school bullying scenarios. Professional School Counseling, 11, 1–9.
Jeffries, C., & Maeder, D. W. (2005). Using vignettes to build and assess teacher understanding of instructional strategies. The Professional Educator, 27(1), 17–28.
Jenkins, L. N., & Nickerson, A. B. (2016). Bullying participant roles and gender as predictors of bystander intervention. Aggressive Behavior, 42, 281–290. doi:10.1002/ab.21688
Jenkins, L. N., Tennant, J. E., & Demaray, M. K. (2018). Executive functioning and bullying participant roles: Differences for boys and girls. Journal of School Violence, 17(4), 521–537. doi:10.1080/15388220.2018.1453822
Jiménez Barbero, J. A., Ruiz Hernández, J. A., Llor Esteban, B., & Pérez García, M. (2012). Effectiveness of antibullying school programmes: A systematic review by evidence levels. Children and Youth Services Review, 34, 1646–1658.
Jimerson, S. R., Swearer, S. M., & Espelage, D. L. (2010). International scholarship advances science and practice addressing bullying in schools. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), Handbook of bullying in schools (pp. 329–345). New York: Routledge.
Jonsson, A., & Svingby. G. (2007). The Use of Scoring Rubrics: Reliability, Validity and Educational Consequences. Educational Research Review, 2(2), 130–144.
Kaiser, G., Busse, A., Hoth, J., König, J., Blomeke, S. (2015). About the complexities of video-based assessments: Theoretical and methodological approaches to overcoming shortcomings of research on teachers’ competence. International Journal of Science and Mathematics Education, 13(2), 369–387.
Kane, M. T. (1992). The assessment of professional competence. Evaluation and the Health Professions, 15, 163–182.
Kärnä, A., Voeten, M., Little, T. D., Alanen, E., Poskiparta, E., & Salmivalli, C. (2011). Going to scale: A nonrandomized nationwide trial of the Kiva anti-bullying program for grade 1–9. Journal of Consulting and Clinical Psychology, 79, 796–805. http://dx.doi.org/10. 1037/a0029174.
Kärnä, A., Voeten, M., Little, T. D., Poskiparta, E., Kaljonen, A., & Salmivalli, C. (2011). A large-scale evaluation of the KiVa antibullying program: Grades 4–6. Child Development, 82, 311–330. doi: 10.1111/ j.1467-8624.2010.01557.x
Kasen, S., Berenson, K., Cohen, P., & Johnson, J. G. (2004). The effects of school climate on changes in aggressive and other behaviors related to bullying. In D. L. Espelage, & S. M. Swearer (Eds.), Bullying in American schools: A social–ecological perspective on prevention and intervention (pp. 187–210). Mahwah, NJ: Lawrence Erlbaum.
Kaufman, D., & Ireland, A. (2016). Enhancing teacher education with simulations. Tech Trends, 60, 260–267.
Keppens, K., Consuegra, E., Goossens, M., De Maeyer, S., & Vanderlinde, R. (2019). Measuring pre-service teachers’ professional vision of inclusive classrooms : a video-based comparative judgement instrument. Teaching and Teacher Education, 78, 1–14.
Kersting, N. (2008). Using video clips of mathematics classroom instruction as item prompts to measure teachers’ knowledge of teaching mathematics. Educational and Psychological Measurement, 68(5), 845–861.
Khamis, V. (2015). Bullying among school-age children in the greater Beirut area: Risk and protective factors. Child Abuse & Neglect, 39, 137–146. doi:10.1016/j.chiabu.2014.08.005
Kim, M. J., Lee, J. W., & Kim, D. M. (2013). The effects of affective empathy, self-efficacy and social responsibility on defending behaviors in bullying: Focused on the moderating effects of perceived popularity. Journal of Asia Pacific Counseling, 3(2), 139–150. doi:10.18401/2013.3.2.3
Kim, S., Phillips, W. R., Pinsky, L., Brock, D., Phillips, K., & Keary, J. (2006). A conceptual framework for developing teaching cases: A review and synthesis of the literature across disciplines. Medical education, 40(9), 867–876. doi:10.1111/j.1365-2929.2006.02544.x.
Kim, Y. S., Leventhal, B. L., Koh, Y. J., Hubbard, A., & Boyce, T. W. (2006). School bullying and youth violence: Causes or consequences of psychopathologic behaviour? Archives of General Psychiatry, 63, 1035–1041.
Kleinknecht, M., & Schneider, J. (2013). What do teachers think and feel when analyzing videos of themselves and other teachers teaching? Teaching and Teacher Education, 33(1), 13–23. doi:10.1016/j.tate.2013.02.002.
Kljakovic, M., & Hunt, C. (2016). A meta-analysis of predictors of bullying and victimisation in adolescence. Journal of Adolescence, 49, 134–145. doi:10.1016/j.adolescence.2016.03.002
Kolb, A. Y., & Kolb, D. A. (2008). Experiential learning theory: A dynamic holistic approach to management learning, education and development. In S. J. Armstrong & C. Fukami (Eds.), Handbook of management learning education and development (pp. 42-68). London, England: SAGE.
Koller, J. R. & Bertel, J. M. (2006). Responding to today’s mental health needs of children, families and schools: revisiting the preservice training and preparation of school-based personnel. Education and Treatment of Children, 29(2), 197-217.
König, J., & Kramer, C. (2016). Teacher professional knowledge and classroom management: On the relation of general pedagogical knowledge (GPK) and classroom management expertise (CME). ZDM - The International Journal on Mathematics Education, 48(1), 139–151.
Koopman, E. M. E., & Hakemulder, F. (2015). Effects of literature on empathy and self-reflection: A theoretical-empirical framework. Journal of Literary Theory, 9, 79–111.
Korthagen, F. (2004). In search of the essence of a good teachers: towards a more holistic approach in teacher education. Teaching and Teacher Education, 20, 77–97.
Korthagen, F. A. J., Kessels, J., Koster, B., Lagerwerf, B., & Wubbels, T. (2001). Linking theory and practice: The pedagogy of realistic teacher education. Mahwah, NJ: Lawrence Erlbaum.
Kowalski, R. M., Giumetti, G. W., Schroeder, A. N., & Lattanner, M. R. (2014). Bullying in the digital age: A critical review and meta-analysis of cyberbullying research among youth. Psychological Bulletin, 140, 1073–1137.
Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory Into Practice, 41(4), 212–218.
Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805–820.
Laas, A. & Boezaart, T. (2014): The legislative framework regarding bullying in South African schools. Potchefstroom’s Electronic Legal Journal, 17(6), 2667–2703.
Lai, S. F., Ye, R., & Chang, K. P. (2008). Bullying in middle schools: An Asian-Pacific regional study. Asia Pacific Education Review, 9, 393−405. doi: 10.1007/BF03025666
Lam, D. O. B., & Liu, A. W. H. (2007). The path through bullying—A process model from the inside story of bullies in Hong Kong secondary schools. Child and Adolescent Social Work Journal, 24(1), 53–75. doi:10.1007/s10560-006-0058-5
Lamarche, V., Brendgen, M., Boivin, M., Vitaro, F., Dionne, G., & Perusse, D. (2007). Do friends'' characteristics moderate the prospective links between peer victimization and reactive and proactive aggression? Journal of Abnormal Child Psychology, 35, 665–680.
Latané, B., & Darley, J. M. (1970). The unresponsive bystander: Why doesn''t he help? New York, NY: Appleton-Century Crofts.
Lee, C. H. (2010). Personal and interpersonal correlates of bullying behaviors among Korean middle school students. Journal of Interpersonal violence, 25, 152–176.
Lee, S. Y., Hong, J. S., & Espelage, D. L. (2010). An ecological understanding of youth suicide in South Korea. School Psychology International, 31, 531–546
Levin-Banchik, L. (2018). Assessing knowledge retention, with and without simulations. Journal of Political Science Education, 14(3), 341–359. doi:10.1080/15512169.2017.1405355.
Lievens, F., & Sackett, P. R. (2006). Video-based verses written situational judgment tests: A comparison in terms of predictive validity. Journal of Applied Psychology, 91(5), 1181–1188. doi:10.1037/0021-9010.91.5.1181
Lievens, F., Peeters, H., & Schollaert, E. (2008). Situational judgment tests: a review of recent research. Personnel Review, 37, 426–441.
Lin, B. (2014). School anti-bullying policies in the UK and USA: A perspective of education law. Contemporary Educational Research Quarterly, 22(3), 49–89.
Ma, X. (2004). Who are the victims? In C.S. Sanders & G.D. Phye (Eds.), Bullying: Implications for the classroom. Orlando, FL: Elsevier Academic Press.
MacLean, S., Geddes, F., Kelly, M., & Della, P. (2018). Simulated patient training: Using inter-rater reliability to evaluate simulated patient consistency in nursing education. Nurse Education Today, 62, 85–90. doi:10.1016/j.nedt.2017.12.024.
Main, S., & Hammond, L. (2008). Best practice or most practiced? pre-service teachers'' beliefs about effective behaviour management strategies and reported self-efficacy. Australian Journal of Teacher Education, 33(4), 28–39. doi: 10.14221/ajte.2008v33n4.3.
Mariani, M., Webb, L., Villares, E., & Brigman, G. (2015). Effect of participation in student success skills on prosocial and bullying behavior. Professional Counselor, 5(3), 341–353.
Marshall, W. L., Hudson, S. M., Jones, R., & Fernandez, Y. M. (1995). Empathy in sex offenders. Clinical Psychology Review, 15, 99-113.
Maunder, R. E., & Tattersall, A. (2010). Staff experiences of managing bullying in secondary schools: The importance of internal and external relationships in facilitating intervention. Educational & Child Psychology, 27(1), 116–128.
Mayer, R. E., & Moreno, R. (2002). Aids to computer-based multimedia learning. Learning and Instruction, 12(1), 107–119. doi:10.1016/S0959-4752(01)00018-4.
Maynes, N., & Mottonen, A. L. (2017). Bullying in schools: Are pre-service teachers confident to address this? Alberta Journal of Educational Research, 63(4), 396–411.
Mazzone, A., Camodeca, M., & Salmivalli, C. (2018). Stability and change of outsider behavior in school bullying: The role of shame and guilt in a longitudinal perspective. The Journal of Early Adolescence, 38(2), 164–177. doi: 10.1177/0272431616659560
McClanahan, M., McCoy , S., & Jacobsen, K. (2015). Forms of bullying reported by middleschool students in Latin America and the Caribbean, Advances in School Mental Health Promotion, 8(1), 42−54.
McGuckin, C. (2014). Disablist bullying and getting the chance to progress to higher education: Educators as barriers to inclusion. Retrieved from http://www.tara.tcd.ie/bitstream/handle/2262/68349/Mc%20Guckin%20-%20Disablist%20Bullying%20and%20Educators%20as%20Barriers%20to%20Inclusion.docx?sequence=1
McPherson, R., Tyler-Wood, T., McEnturff Ellison, A., & Peak, P. (2011). Using a computerized classroom simulation to prepare preservice teachers. Journal of Technology and Teacher Education, 19, 93–110.
Meese, R. L. (1997). Student fights: Proactive strategies for preventing and managing student conflicts. Intervention in School and Clinic, 33(1), 26–29.
Mehrabian, A., & Epstein, N. (1972). A measure of emotional empathy. Journal of Personality, 40, 525–543.
Menesini, E., & Salmivalli, C. (2017). Bullying in schools: The state of knowledge and effective interventions. Psychology, Health & Medicine, 22, 240–253. doi:10.1080/13548506.2017.1279740
Merchie, E., Tuytens, M., Devos, G., & Vanderlinde, R. (2018). Evaluating teachers’ professional development initiatives: towards an extended evaluative framework. Research Papers in Education, 33(2), 143–168. 10.1080/02671522.2016.1271003
Merrell, K. W., Gueldner, B. A., Ross, S. W., & Isava, D. M. (2008). How effective are school bullying intervention programs? A meta-analysis of intervention research. School Psychology Quarterly, 23, 26–42.
Merriam, S. A. (2002). Qualitative research in practice. Examples for discussion and practice. San Francisco, CA: Jossey-Bass
Messias, E., Kindrick, K., & Castro, J. (2014). School bullying, cyberbullying, or both: Correlates of teen suicidality in the 2011 CDC youth risk behavior survey. Comprehensive Psychiatry, 55(5), 1063-1068. doi:10.1016/j.comppsych.2014.02.005
Messick, S. (1996). Validity of Performance Assessments. In G. Phillips (Eds.), Technical issues in large-scale performance assessment (pp.1–18). Washington, DC: National Center for Education Statistics.
Midgett, A., Doumas, D. M., Sears, D., Lundquist, A., & Hausheer, R. (2015). A bystander bullying psychoeducation program with middle school students: A preliminary report. The Professional Counselor, 5, 486–500. doi:10.15241/am.5.4.486
Milburn, W., & Palladino, J. (2012). Preservice teachers’ knowledge, skills, and dispositions of LGBTQ bullying intervention. The American Association of Behavioral and Social Sciences Journal, 16, 86–100.
Miller, T. W. (ed.) (2008). School violence and primary prevention. New York: Springer
Ministry of Education. (2016). The 2012-2014 investigation report for school bullying from 2012 to 2014. Retrived from https://csrc.edu.tw/bully/DownloadFile.asp?File=20171231552448.pdf
Ministry of Education. (2017). The 2015 investigation report for school bullying. Retrived from https://csrc.edu.tw/bully/DownloadFile.asp?File=2017929165688.pdf
Modecki, K. L., Minchin, J., Harbaugh, A. G., Guerra, N. G., & Runions, K. C. (2014). Bullying prevalence across contexts: A meta-analysis measuring cyber and traditional bullying. Journal of Adolescent Health, 55(5), 602–611.
Mok, M. M. C., Wang, W. C., Cheng, Y. Y., Leung, S. O., & Chen, L. M. (2014). Prevalence and behavioural ranking of bullying and victimisation among secondary students in Hong Kong, Taiwan, and Macao. Asia-Pacific Education Researcher, 23, 757–767. doi:10.1007/s40299-013-0151-4
Moon, B., Hwang, H., & McCluskey, J. (2011). Causes of school bullying: Empirical test of a general theory of crime, differential association theory, and general stain theory. Crime & Delinquency, 57, 849–877.
Moore, S. E., Norman, R. E., Suetani, S., Thomas, H. J., Sly, P. D., & Scott, J. G. (2017). Consequences of bullying victimization in childhood and adolescence: A systematic review and meta-analysis. World Journal of Psychiatry, 7, 60. doi:10.5498/wjp.v7.i1.60
Morrison, B. (2007). Restoring Sage school communities: A whole school response to bullying, violence and alienation. Australia: Federation Press.
Mouttapa, M., Valente, T., Gallaher, P., Rohrbach, L. A., & Unger, J. B. (2004). Social network predictors of bullying and victimization. Adolescence, 39, 315–335.
Mucherah, W., Finch, H., White, T., & Thomas, K. (2018). The relationship of school climate, teacher defending and friends on students’ perception of bullying in high school. Journal of Adolescence, 62, 128–139. doi:10.1016/j.adolescence.2017.11.012
Muis, K. R., Ranellucci, J., Trevors, G., & Duffy, M. C. (2015). The effects of technology-mediated immediate feedback on kindergarten students'' attitudes, emotions, engagement and learning outcomes during literacy skills development. Learning and Instruction, 38, 1–13.
Muñiz-Rodríguez, L., Alonso, P., Rodríguez-Muñiz, L. J., De Conninck K., Vanderlinde, R., & Valcke, M. (2018). Exploring the effectiveness of video-vignettes to develop mathematics student teachers’ feedback competence. EURASIA Journal of Mathematics, Science and Technology Education, 14(9), 1573–1590.
Murshid, N. S. (2017). Bullying victimization and mental health outcomes of adolescents in Myanmar, Pakistan, and Sri Lanka. Children and Youth Services Review, 76, 163–169.
Naylor, A., Cowie, H., Cossin, F., Bettencourt, R. D., & Lemme, F. (2006). Teachers’ and pupils’ definitions of bullying. British Journal of Educational Psychology, 76, 553–576. doi:10.1348/000709905X52229.
Nickerson, A. B. (2019). Preventing and intervening with bullying in schools: A framework for evidence-based practice. School Mental Health, 11(1), 15–28. doi:10.1007/s12310-017-9221-8
Nickerson, A. B., Aloe, A. M., Livingston, J. A., & Feeley, T. H. (2015). Measurement of the bystander intervention model for bullying and sexual harassment. Journal of Adolescence, 37, 391–400. doi: 10.1016/j.adolescence.2014.03.003.
Nicolaides, S., Toda, Y., & Smith, P. K. (2002). Knowledge and attitudes about school bullying in trainee teachers. British Journal of Educational Psychology, 71, 105–118.
Nicola-Richmond, K., & Watchorn, V. (2018). Making it real: The development of a webbased simulated learning resource for occupational therapy students. Australasian Journal of Educational Technology, 34(5), 13–26. doi:10.14742/ajet.3196.
Nielsen, M. B., Tangenc, T., Idsoe, T., Matthiesen, S. B., & Magerøy, N. (2015). Post-traumatic stress disorder as a consequence of bullying at work and at school. A literature review and meta-analysis. Aggression and Violent Behavior, 21, 17–24.
Nikolaou, D. (2017). Do anti-bullying policies deter in-school bullying victimization? International Review of Law and Economics, 50, 1–6. doi:10.1016/j.irle.2017.03.001
Nocentini, A., & Menesini, E. (2016). KiVa anti-bullying program in Italy: Evidence of effectiveness in a randomized control trial. Prevention Science, 17, 1012–1023. doi:10.1007/s11121-016-0690-z
Novick, R. M., & Isaacs, J. (2010). Telling is compelling: The impact of student reports of bullying on teacher intervention. Educational Psychology, 30, 283–296. doi:10.1080/01443410903573123
Nunamaker, J., Jr., Weber, S., & Chen, M. (1989). Organizational crisis management systems: planning for intelligent action. Journal of Management Information Systems, 5(4), 7–32.
O’Toole, V. M., & Friesen, M. D. (2016). Teachers as first responders in tragedy: The role of emotion in teacher adjustment eighteen months post-earthquake. Teaching and Teacher Education, 59, 57–67. doi:10.1016/j.tate.2016.05.012
O''Connell, P., Pepler, D., & Craig, W. (1999). Peer involvement in bullying: Insights and challenges for intervention. Journal of Adolescence, 22, 437–452.
Oldenburg, R., Bosman, R., & Veenstra, R. (2015). Are elementary school teachers prepared to tackle bullying? A pilot study. School Psychology International, 37(1), 64–72. doi:10.1177/0143034315623324
Olweus, D. (1978). Aggression in the schools: Bullies and whipping boys. Oxford, England: Hemisphere
Olweus, D. (1991). Bully–victim problems among schoolchildren: Basic facts and effects of a school-based intervention program. In D. Pepler & K. Rubin (Eds.), The development and treatment of childhood aggression (pp. 411–448). Hillsdale, NJ: Lawrence Erlbaum.
Olweus, D. (1993). Bullying at school: what we know and what we can do. Cambridge, MA: Blackwell Publishers.
Olweus, D. (2005). A useful evaluation design, and effects of the Olweus Bullying Prevention Program. Psychology, Crime & Law, 11, 389–402. doi: 10.1080/10683160500255471
Olweus, D. (Ed.). (1994). Bullying at school: Long-term outcomes for victims and an effective school-based intervention program. New York: Plenum
Olweus, D., & Limber, S. P. (2010). Bullying in school: Evaluation and dissemination of the Olweus Bullying Prevention program. American Journal of Orthopsychiatry, 80, 124–134. doi: 10.1111/j.1939-0025.2010.01015.x.
Osterman, K., Bjorkqvist, K., Lagerspetz, K. M. J., Kaukiainen, A., Landau, S. F., Fraczek, A., et al. (1998). Cross-cultural evidence of female indirect aggression. Aggressive Behavior, 24, 1–8.
Owusu, A., Hart, P., Oliver, B., & Kang, M. (2011). The association between bullying and psychological health among senior high school students in Ghana, West Africa. Journal of School Health, 81, 231–238.
Patton, D. U., Hong, J. S., Williams, A. B., & Allen-Meares, P. (2013). A review of research on school bullying among African American youth: An ecological systems analysis. Educational Psychology Review, 25(2), 245–260.
Peeters, M., Cillessen, A. H. N., & Scholte, R. H. J. (2010). Clueless or powerful? Identifying subtypes of bullies in adolescents. Journal of Youth and Adolescents, 39, 1041–1052.
Pepler, D., Craig, W., Zeigler, S. & Charach, A. (1993). A school based anti-bullying intervention: Preliminary evaluation. In D. Tattum (Ed.), Understanding and managing bullying (pp. 76–91). Oxford: Heinemann Educational.
Petrina, S. & Guo, R. (2007). Developing a large-scale assessment of technological literacy. In M. Hoepfl & M. Lindstrom (Eds.), Assessment in technology education (pp. 157-180). New York, NY: GlencoeMcGraw Hill.
Piaget, J. (1964). Cognitive development in children: Piaget. Journal of Research in Science Teaching, 2(3), 176–186.
Pithers, W. D. (1999). Empathy: Definition, enhancement, and relevance to the treatment of sexual abusers. Journal of Interpersonal Violence, 14, 257−284.
Piwowar, V., Barth, V. L., Ophardt, D., & Thiel, F. (2018). Evidence-based scripted videos on handling student misbehavior: the development and evaluation of video cases for teacher education. Professional Development in Education, 44(3), 369–384. doi:10.1080/19415257.2017.1316299
Pokorná, A., & Knight, A. (2015). Development opportunities of emotional intelligence with reflective strategies using video-based training. Mefanet Journal, 3(2), 43–47.
Polanin, J. R., Espelage, D. L., & Pigott, T. D. (2012). A meta-analysis of school-based bullying prevention programs’ effects on bystander intervention behavior. School Psychology Review, 41, 47–65.
Pöyhönen, V., Juvonen, J., & Salmivalli, C. (2010). What does it take to stand up for the victim of bullying? The interplay between personal and social factors. Merrill-Palmer Quarterly-Journal of Developmental Psychology, 56(2), 143–163.
Pozzoli, T. & Gini, G. (2010). Active defending and passive bystanding behavior in bullying: The role of personal characteristics and perceived peer pressure. Journal of Abnormal Child Psychology, 38, 815–827.
Pozzoli, T., & Gini, G. (2013). Why do bystanders of bullying help or not? A multidimensional model. The Journal of Early Adolescence, 33, 315–340. http://dx. doi.org/10.1177/0272431612440172.
Pozzoli, T., Gini, G., & Vieno, A. (2012). The role of individual correlates and class norms in defending and passive bystanding behavior in bullying: A multilevel analysis. Child Development, 83, 1917–1931.
Pytash, K. E. (2013). Using YA literature to help preservice teachers deal with bullying and suicide. Journal of Adolescent and Adult Literacy, 56, 470–479. doi:10.1002/JAAL.168
Qiao, Y.J., Xing, Y., Ji, C.Y., & Zhang, L. (2009). The prevalence of bullying behaviors among urban middle school students in 18 provinces, China. Zhonghua Liu Xing Bing Xue Za Zhi, 30, 444–447.
Ragatz, L. L., Anderson, R. J., Fremouw, W., & Schwartz, R. (2010). Criminal thinking patterns, aggression styles, and the psychopathic traits of late high school bullies and bully-Victims. Aggressive Behavior, 35, 1–16.
Raphael, K. (1987). Recall bias: A proposal for assessment and control. International Journal of Epidemiology, 16(2), 167–170.
Reijntjes, A., Kamphuis, J. H., Prinzie, P., & Telch, M. J. (2010). Peer victimization and internalizing problems in children: A meta-analysis of longitudinal studies. Child Abuse & Neglect, 34, 244–252.
Reijntjes, A., Vermande, M., Goossens, F. A., Olthof, T., van de Schoot, R., Aleva, L., & van der Meulen, M. (2013). Developmental trajectories of bullying and social dominance in youth. Child Abuse & Neglect, 37, 224–234. doi:10.1016/j.chiabu.2012.12.004
Rigby, K. (2014). How teachers address cases of bullying in schools: A comparison of five reactive approaches. Educational Psychology in Practice, 30(4), 409–419. doi:10.1080/02667363.2014.949629
Rigby, K., & Bauman, S. (2010). How school personnel tackle cases of bullying: A critical examination. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), Handbook of bullying in schools: An international perspective (pp. 455–467). New York, NY, USA: Routledge/Taylor & Francis Group.
Rodkin, P. C., Farmer, T. W., Pearl, R., & Van Acker, R. (2006). They’re cool: Ethnic and peer group supports for aggressive boys and girls. Social Development, 36, 14–24.
Rose, C. A., Swearer, S. M., & Espelage, D. L. (2012). Bullying and students with disabilities: The untold narrative. Focus on Exceptional Children, 45(2), 1– 10.
Rossouw, J. P., & Stewart, D. (2008). Student/learner discipline and bullying: A comparative analysis of legal risk management in schools in Australia and South Africa. Acta Academica, 40(2), 244–274.
Rutherford-Hemming, T. (2012). Simulation methodology in nursing education and adult learning theory. Adult Learning, 23(3), 129–137. doi: 10.1177/1045159512452848.
Saarento, S., & Salmivalli, C. (2015). The role of classroom peer ecology and bystanders’ responses in bullying. Child Development Perspectives, 9, 201–205.
Saarento, S., Boulton, A. J., & Salmivalli, C. (2015). Reducing bullying and victimization: Student- and classroom-level mechanisms of change. Journal of Abnormal Child Psychology, 43, 61–76.
Saarento, S., Garandeau, C. F., & Salmivalli, C. (2015). Classroom- and school-level contributions to bullying and victimization: A review. Journal of Community & Applied Social Psychology, 25(3), 204–218. doi:10.1002/casp.2207
Sabers, D. S., Cushing, K. S., & Berliner, D. C. (1991). Differences among teachers in a task characterized by simultaneity, multidimensionality, and immediacy. American Educational Research Journal, 28(1), 63–88.
Salmivalli C., Lagerspetz, K., Björkqvist, K., Österman, K., & Kaukiainen, A. (1996). Bullying as a group process: participant roles and their relations to social status within the group. Aggressive Behavior, 22, 1–15.
Salmivalli, C. (2009). Bullying and the peer group: A review. Aggression and Violent Behavior, 15, 112–120.
Salmivalli, C., & Poskiparta, E. (2012). KiVa antibullying program: Overview of evaluation studies based on a randomized controlled trial and national rollout in Finland. International Journal of Conflict and Violence, 6, 294–302.
Salmivalli, C., Kärnä, A., & Poskiparta, E. (2010). From peer putdowns to peer support: A theoretical model and how it translated into a national anti-bullying program. In S. R. Jimerson, S. Swearer, & D. Espelage (Eds.), Handbook of bullying in schools: An international perspective (pp. 61–72). New York, NY: Routledge/Taylor & Francis Group.
Salmivalli, C., Karna, A., & Poskiparta, E. (2011). Counteracting bullying in Finland: The KiVa program and its effects on different forms of being bullied. International Journal of Behavioral Development, 35, 405–411.
Salmivalli, C., Voeten, M., & Poskiparta, E. (2011). Bystanders matter: Associations between reinforcing, defending and the frequency of bullying behaviors in classrooms. Journal of Clinical Child and Adolescent Psychology, 40, 668–676. doi:10.1080/15374416.2011.597090.
Santagata, R., & Yeh, C. (2016). The role of perception, interpretation, and decision making in the development of beginning teachers’ competence. Mathematics Education, 48(1), 153–165.
Scalese, R. J., Obeso, V. T., & Issenberg, S. B. (2008). Simulation technology for skills training and competency assessment in medical education. Journal of General internal Medicine, 23, 46–49. doi:10.1007/s11606-007-0283-4
Schank, R. C. & Abelson, R. P. (1977) Plans, goals, and understanding: An inquiry into human knowledge structures. Erlbaum.
Scheithauert, H., Hayer, T., Petermann, F., & Jugert, G. (2006). Physical, verbal, and relational forms of bullying among German students: Age trends, gender differences, and correlates. Aggressive Behavior, 32, 261–275.
Schunk, D. H., & Zimmerman, B. J. (1996). Modeling and self-efficacy influences on children’s development and self-regulation. In J. Juvonen & K. Wentzel (Eds.), Social motivation: Understanding children’s school adjustment (pp. 154–180). Cambridge, England: Cambridge University Press.
Seidel, T., & Stürmer, K. (2014). Modeling and measuring the structure of professional vision in preservice teachers. American Educational Research Journal, 51(4), 739–771.
Seidel, T., Blomberg, G., & Renkl, A. (2013). Instructional strategies for using video in teacher education. Teaching and Teacher Education, 34, 56–65. doi:10.1016/j.tate.2013.03.004.
Seymour, N. E. (2008). VR to OR: A review of the evidence that virtual reality simulation improves operating room performance. World Journal of Surgery, 32, 182–188.
Sherin, M. G., & van Es, E. A. (2002). Using video to support teachers’ ability to interpret classroom interactions. In Willis, D., J. Price, & N. Davis (Eds.), Proceedings of the 13th Annual Meeting of the Society for Information Technology and Teacher Education (pp.
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關博士論文
 
無相關著作
 
QR Code
QRCODE