Predicting Teachers' and Schools' Implementation of the Olweus Bullying Prevention Program: A Multilevel Study.

By Jan Helge Kallestad, D. Olweus. 2003

281 citations recorded by the source corpus.

Subfields: Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/e2cdf2f97a1f82348794e75aacd61c742bcf8ec8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Social Psychology

In Sociology and Political Science

Citations in the corpus

Teachers: A Critical But Overlooked Component of Bullying Prevention and Intervention (2014, background): “Researchers also observed that teachers are “key agents of change” (Kallestad & Olweus, 2003, p. 19), and should be considered targets of bullying intervention (Hektner & Swenson, 2012; Yoon, Bauman, Choi, & Hutchison, 2011).”
Teachers' Understanding of Bullying. (2005, background): “One study found an association between teachers who identified as bullied as a child with their responses and interventions (Kallestad & Olweus, 2003), whereas findings of another study indicated that prior experience as a bully or victim did not significantly influence teachers’ responses…”
The Interaction Effects of Program Training, Dosage, and Implementation Quality on Targeted Student Outcomes for The RULER Approach to Social and Emotional Learning (2012, unknown): “Past research mostly describes how the programs were implemented (Kallestad & Olweus, 2003; Penuel, Fishman, Yamaguchi, & Gallagher, 2007; Ransford, Greenberg, Domitrovich, Small, & Jacobson, 2009; Stead, Stradling, Macneil, Mackintosh, & Minty, 2007; Story et al., 2000), yet few published studies…”
Knowledge and Beliefs about Bullying in Schools (2005, background): “Kallestad and Olweus (2003) found that the strongest predictors at the teacher level of whether they would implement a bullying prevention program were their perceived need for a bullying prevention program, their perceived level of bullying in their classrooms and their affective involvement,…”
Teachers’ Responses to Bullying Incidents: Effects of Teacher Characteristics and Contexts (2016, background): “Furthermore, research shows that schoolbased antibullying interventions might only be successful when teachers are committed to addressing bullying behaviors (Kallestad & Olweus, 2003).”
School support and teacher motivation to implement project-based learning (2010, background): “…motivation is pivotal in the implementation of educational innovations, such as cooperative learning (Abrami et al., 2004; Ishler et al., 1998), multi-media instruction (Hobbs, 2004), use of technology (Orrill, Hannafin, & Glazer, 2004), and bullying prevention programs (Kallestad & Olweus, 2003).”
Validation of a brief measure of teachers’ perceptions of school climate: relations to student achievement and suspensions (2014, background): “2005; McLeskey and Billingsley 2008), perceptions of work conditions (Liu and Meyer 2005) and to their fidelity in implementing new academic interventions and curricula (Beets et al. 2008; Kallestad and Olweus 2003).”
Centering predictor variables in cross-sectional multilevel models: a new look at an old issue. (2007, methodology): “For example, there were cases in which the authors made no mention of the centering technique they used (Griffin, 2001; Kallestad & Olweus, 2003 ), making the resulting regression coefficients difficult, if not impossible, to interpret.”
Implementation Matters: A Review of Research on the Influence of Implementation on Program Outcomes and the Factors Affecting Implementation (2008, background): “gram at higher levels of dosage or fidelity (e.g., Barr et al. 2002; Cooke 2000; Kallestad and Olweus 2003; Ringwalt et al. 2003).”
Links from Teacher Beliefs to Peer Victimization and Bystander Intervention (2012, background): “Kallestad and Olweus (2003) do identify teachers as the “key agents of change with regard to adoption and implementation” (p. 19) of the program in schools, but the current results suggest that teachers should be seen not only as agents who adopt and implement the program but also as targets of…”
Factors Associated With Perceptions and Responses to Bullying Situations by Children, Parents, Teachers, and Principals (2006, background): “Some research has found an association between personal experience with bullying and how one responds and intervenes (Kallestad & Olweus, 2003), whereas other research has not (Nicolaides, Toda, & Smith, 2002).”
Teacher Adherence and Its Relation to Teacher Attitudes and Student Outcomes in an Elementary School-Based Violence Prevention Program (2008, result): “Similar to this expected effect of teacher beliefs, Kallestad and Olweus (1992) found that teachers’ perceptions of staff importance in resolving bully– victim problems predicted teacher implementation of the intervention’s classroom procedures.”