DOI: 10.3886/icpsr37283
title: Coaching Teachers in Detection and Intervention Related to Bullying, Mid-Atlantic Region, 2016-2018
title: Archival Version

description: This study focuses on bullying prevention in classroom context. An approach was used to address bullying in the classroom through an adapted version of the Classroom Check-up coaching model, which is combined with a mixed-reality simulator called TeachLivE to build teacher skills in preventing, detecting, and responding to bullying.
description: The purpose of this study was to develop the Bullying Classroom Check-Up (BCCU) integrated coaching and guided practice strategy to aid teachers in detecting and effectively intervening with bullying behaviors (Aim 1); determine the feasibility and acceptability of the BCCU (Aim 2); and pilot test the BCCU using a small-scale randomized controlled trial (RCT) to determine its promise as an evidence-based strategy for reducing bullying and increasing safety in the classroom (Aim 3). The data archived here were collected as part of the Aim 3 efficacy trial.
description: To develop the intervention, the study used a qualitative approach. Specifically, focus groups were conducted and synthesized. For the piloting of the intervention, a mixed-methods approach was adopted. The Analyze, Design, Develop, Implement, and Evaluate (ADDIE) model was employed during the pilot stage. Qualitative feedback from this process allowed for further refinement. At the end of the piloting, qualitative data were collected from teachers regarding their experience with the coaching. The efficacy testing of the intervention was conducted using a randomized controlled trial, where 80 teachers were recruited from five middle schools and randomized within schools.
description: Variables related to teachers include their perceptions of bullying prevention efforts and their responses to witnessing bullying. Variables related to students include their substance use behavior, weapon use behavior, wellness, relationships and connectedness at school, school participation, academic emphasis, and parent involvement. School-level social and physical environments are also investigated, including school physical safety, school bullying, school social-emotional wellbeing, culture of inclusion and equity, order and discipline, school physical environment, and supportive services. Demographic information includes gender and race/ethnicity of students and teachers. Further background information covers teachers' years in role, grade taught by the teacher, and grade attending by the student.
description: Response Rates: Baseline assessments and observations were conducted in all 80 classrooms (100%) and 78 (97.5%) teachers completed baseline surveys. Post-test survey data and observations in teachers' classrooms were completed in April through June 2017; surveys were completed by 75 teachers (93.75%); observations were conducted in all 78 teachers' classrooms (97.5%). Of the remaining 67 teachers in the 2017-18 year (83.75% of original sample), 60 teachers completed surveys in the spring 2018 (89.55%) and observations were completed in 64 classrooms (95.52%).
description: Teacher sample was recruited from five middle schools and randomized within schools. Students were non-randomly sampled from the participating schools.
description: Datasets: DS0: Study-Level Files DS1: BCCU ASSIST Classroom Observations Years 1-2 DS2: BCCU ASSIST Simulator Tally Years 1-2 DS3: BCCU Coach Contacts Both Years DS4: BCCU Fidelity Checklist Both Years DS5: BCCU Student Survey Spring 2016 DS6: BCCU Student Survey Spring 2017 DS7: BCCU Student Survey Spring 2018 DS8: BCCU Teacher Survey Both Years DS9: BCCU Video Detection for Both Years
description: Adult educators aged 22 and older of middle school students. Middle school students within the five participating schools.
description: coded on-site observation; web-based survey