Abstract
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.
| Original language | English |
|---|---|
| Pages (from-to) | 83-104 |
| Number of pages | 22 |
| Journal | School Effectiveness and School Improvement |
| Volume | 25 |
| Issue number | 1 |
| Early online date | 19 Mar 2013 |
| DOIs | |
| Publication status | Published - Jan 2014 |
| Externally published | Yes |
Bibliographical note
Funding Information:The research presented in this article is part of a 2-year project entitled “Designing evidence-based strategies and actions to face bullying by considering socio-ethnic diversities in school populations and evaluating their effects” funded by the European Commission’s Daphne III Programme (Daphne Project: JLS/DAP/2007-1/226).
Keywords
- dynamic approach to school improvement
- educational effectiveness research
- multilevel modelling
- school bullying
ASJC Scopus subject areas
- Education