Author: Todd A. Oswald
Publisher:
ISBN:
Category :
Languages : en
Pages : 125
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Book Description
This qualitative study was designed to explore the perceptions of elementary-aged families regarding social-emotional learning. Participants included families of students in kindergarten through sixth grade from three school districts in southeastem Pennsylvania. Four hundred ninety-one families provided input to the researcher-designed survey instruments consisting of two demographic questions, 15 Likert-style statements, two rank-order questions, and six open-ended questions. Additionally, five contributors participated in voluntary structured interviews consisting of five questions. Respondents strongly held schools should include social-emotional learning in their every-day instruction and the majority of the content areas. Academic achievement, recognizing and controlling emotions, and giving students a sense of control in their lives were perceived benefits. There is a lack of carry-over of the social-emotional skills between the school and home settings along with a lack of specific communication on the part of schools. Data revealed that the socio-economic status does play a role in the competencies in which families prioritize in both school and home. Results of this study concluded that schools and families should partner together to identify those priority competencies that are valued most. Finally, as both families and schools work to design social-emotional programs, they should take into account that socio-economics does play a significant role in those competencies that are valued most.
Author: Heather Mae Calkins
Publisher:
ISBN: 9781392383353
Category :
Languages : en
Pages : 84
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Book Description
This thesis presents a research project that examined the differences between parent and teacher perceptions of social-emotional learning (SEL) in the schools. This project also examined how parents and teachers rank social-emotional goals with respect to academic goals for their children. Results indicate that teachers rate the importance of SEL more highly compared to parents; however, there was no difference in how parents and teachers ranked the items overall. Qualitative analyses revealed differences in the reasoning for parent and teacher support for SEL in the schools as well as concerns for the inclusion of SEL. Future research should further investigate these differences between parent and teacher perceptions of SEL, as this could influence how SEL is presented to stakeholders and how it is implemented.
Author: Brittany J. Stamper
Publisher:
ISBN:
Category :
Languages : en
Pages : 252
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Book Description
This study focused on the effects of a social-emotional learning (SEL) program, “Kimochis,” in fostering social and emotional skills, academic performance and positive behavioral outcomes in school age children (grades 1-3). Teachers (n = 2) and parents (n = 60) completed rating scales for each student on three separate occurrences: two times before the commencement of the Kimochis intervention to establish a baseline (Pre-Pre and Pre) and once after the Kimochis intervention (post). The instruments used included the Social Emotional Assets and Resilience Scale (SEARS) for parents (SEARS-P) and teachers (SEARS-T), an academic performance rating scale, and problem behavior frequency. Results indicated that the Kimochis intervention achieved its goal of enhancing social-emotional competence as perceived by parents and teachers and enhancing academic performance. It was expected that levels of the dependent variables would not change from pre-pre to pre-intervention in order to establish a baseline, but would change from pre to post intervention. This occurred for parents’ perception of students’ social emotional competence and teachers’ ratings of academic performance, but not for teachers’ perception of students’ social emotional competence. However, these three dependent variables all increased significantly post-Kimochis intervention, suggesting that the Kimochis program had a strong impact on the participants. Finally, the fourth dependent variable, problem behavior, was unable to be examined due to frequency of disciplinary action being low from the beginning (pre-pre).
Author: Maurice J. Elias
Publisher: ASCD
ISBN: 0871202883
Category : Affective education
Languages : en
Pages : 175
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Book Description
The authors draw upon scientific studies, theories, site visits, nd their own extensive experiences to describe approaches to social and emotional learning for all levels.
Author: Jeni Timmerman McNeeley
Publisher:
ISBN:
Category : Affective education
Languages : en
Pages : 115
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Book Description
Stufflebeam's (1969) context, input, process, product (CIPP) model was used to evaluate the Second Step SEL program and its impact on four key social emotional competencies of elementary school students at a North Texas public charter school. These competencies included skills for learning, empathy, emotion management, and problem solving. The researcher sought to answer two research questions: 1. Was the Second Step SEL program successful in addressing the social emotional needs of elementary school students at this North Texas public charter school? 2. What were teachers' perceptions of the implementation process of the Second Step SEL program and what were their suggestions to improve this process? The need for a social emotional learning program (context), investigation of programs available to address that need (input), and specifications of Second Step program implementation (process) were examined. For the product evaluation, quantitative data on 409 students in kindergarten through fifth grade was comprised of scores on the Devereux Student Strengths Assessment-Second Step Edition (DESSA-SSE). Qualitative data consisted of teacher responses on an end-of-year implementation survey. Using a 2x6 mixed analysis of variance, results indicated significant positive effects on each of the four key SEL competencies, as well as the overall composite score. A one-factor ANOVA was used to determine if the program impacted any specific grade level more than others. Findings of the study showed students in Grade 1 made significantly higher gains in every single competency from pre-test to post-test than did students in Grade 3. Grade 1 students also made significantly higher gains than did students in Grade 4 in the areas of skills for learning, empathy, and the composite score, and they made significantly higher gains than did Kindergarten students within the empathy competency. Students in Grade 2 made significantly higher gains than did students in Grade 3 within the competencies of empathy, problem solving, and the social emotional composite. Teachers' perceptions of implementation were positive, with 100% of teachers reporting they understood the goals of the program, were committed to helping students achieve those goals, and believed students benefited from the program. Suggestions for future improvement included extended training opportunities and enhanced parental involvement in the program.
Author: Maurice Elias
Publisher: National Professional Resources Inc/Dude Publishing
ISBN: 1938539044
Category : Education
Languages : en
Pages : 6
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Book Description
aminated guide is designed for school leaders, staff, and educators who seek not only to educate students, but also to promote character, social-emotional competence, and a schoolwide climate of safety, caring, challenge, support, respect, and inspiration. It outlines: Core social-emotional competencies; Key aspects of character; Research on character education & social-emotional competence; What leadership teams can do to cultivate a positive school climate that promotes of good character; Professional development approaches; Ways of encouraging student voice and empowerment.
Author: Taylor M. Roush
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Author: Lindsey S. Mantz
Publisher:
ISBN: 9780355260335
Category :
Languages : en
Pages : 169
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Book Description
This study investigated the association of grade level, teacher-student relationship quality, student-student relationship quality, and the teaching of social- emotional skills with students' social-emotional competence. It also investigated grade level as a moderator of the associations between teacher-student relationship quality and social-emotional competence and between student-student relationship quality and social-emotional competence. Teacher-student relationship quality also was examined as a moderator of the association between the teaching of social- emotional skills and students' social-emotional competence. Data were gathered from 29,671 students in grades 3-12 from 115 public schools in Delaware. Results of multilevel statistical analyses indicated that beyond the effects of student-level and school-level demographic factors, elementary schools had lower mean social- emotional competence scores than high schools. However, there was no significant difference between the mean social-emotional competence scores of elementary and middle schools. Results demonstrated a positive association between students' perceptions of their social-emotional competence and their perceptions of teacher- student relationship quality, student-student relationship quality, and teaching of social-emotional skills. Although there was no significant difference in the strength of the association of teacher-student relationship quality and social-emotional competence perceptions in the comparison between elementary and middle schools, there was a stronger association in high schools compared to elementary schools. Results also indicated that the association between student-student relationship quality and social-emotional competence perceptions was stronger in elementary schools compared to middle or high schools. Additionally, the study found a stronger relationship between perceptions of social-emotional instruction and social-emotional competence within the context of positively perceived teacher-student relationships as opposed to less positively perceived relationships. Findings of this exploratory study suggest that teacher-student relationships, student-student relationships, and the teaching of social-emotional competencies may be potential avenues for school-based social-emotional development programming for students.
Author: Andy Hargreaves
Publisher: Springer Science & Business Media
ISBN: 9048126606
Category : Education
Languages : en
Pages : 1078
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Book Description
The two volumes of the second edition of the International Handbook of Educational Change comprise a totally new, and updated collection of the most critical and cutting-edge ideas in educational change. Written by the most influential thinkers in the field, these volumes cover educational change at both the theoretical and practical levels. The updated handbook remains connected to the classical concerns of the field, such as educational innovation, reform, and change management, and also offers new insights into educational change that have been brought about by social change and shifting contexts of educational reform. Like the first best selling Handbook, this one will also undoubtedly become an essential resource for people involved in all spheres of education, from classroom teachers, teacher leaders and administrators to educational researchers, curriculum developers, and university professors. No other work provides such a wide-ranging and comprehensive examination of the field of educational change.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309388570
Category : Social Science
Languages : en
Pages : 525
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Book Description
Decades of research have demonstrated that the parent-child dyad and the environment of the familyâ€"which includes all primary caregiversâ€"are at the foundation of children's well- being and healthy development. From birth, children are learning and rely on parents and the other caregivers in their lives to protect and care for them. The impact of parents may never be greater than during the earliest years of life, when a child's brain is rapidly developing and when nearly all of her or his experiences are created and shaped by parents and the family environment. Parents help children build and refine their knowledge and skills, charting a trajectory for their health and well-being during childhood and beyond. The experience of parenting also impacts parents themselves. For instance, parenting can enrich and give focus to parents' lives; generate stress or calm; and create any number of emotions, including feelings of happiness, sadness, fulfillment, and anger. Parenting of young children today takes place in the context of significant ongoing developments. These include: a rapidly growing body of science on early childhood, increases in funding for programs and services for families, changing demographics of the U.S. population, and greater diversity of family structure. Additionally, parenting is increasingly being shaped by technology and increased access to information about parenting. Parenting Matters identifies parenting knowledge, attitudes, and practices associated with positive developmental outcomes in children ages 0-8; universal/preventive and targeted strategies used in a variety of settings that have been effective with parents of young children and that support the identified knowledge, attitudes, and practices; and barriers to and facilitators for parents' use of practices that lead to healthy child outcomes as well as their participation in effective programs and services. This report makes recommendations directed at an array of stakeholders, for promoting the wide-scale adoption of effective programs and services for parents and on areas that warrant further research to inform policy and practice. It is meant to serve as a roadmap for the future of parenting policy, research, and practice in the United States.
