Using the Dynamic Model of Educational Effectiveness to Design Strategies and Actions to Face Bullying

Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals

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Bullying; Educational Research; Foreign Countries; Change Strategies; Questionnaires; Victims; Intervention; Program Effectiveness; Educational Improvement; Student Behavior; Behavior Change; Cooperation; School Policy; Institutional Evaluation; Grade 6; Teacher Attitudes; Student Attitudes; Experimental Groups; Control Groups; Comparative Analysis; Cooperative Planning; Guides

Belgium; Cyprus; Greece; Netherlands; United Kingdom (England)

10.1080/09243453.2013.771686

0924-3453

This project investigates the impact of the dynamic approach to school improvement (DASI) aiming to help schools face and reduce bullying through integrating research on bullying with educational effectiveness research (EER). A network of approximately 15 schools in each participating country (i.e., Belgium, Cyprus, England, Greece, and The Netherlands) received support to use DASI in order to improve the functioning of school factors included in the dynamic model of educational effectiveness which are associated with reduction of bullying. The Revised Olweus Bully/Victim Questionnaire was administered to students of the experimental (n = 1461) and control (n = 1535) group at the beginning and at the end of the intervention. With the use of multilevel modelling techniques, it was found that schools which made use of DASI were able to reduce bullying at a significantly higher level than the schools of the control group. Implications for the development of effective policies and practices in reducing bullying are drawn.

As Provided

65

2014

EJ1026971