Does Universal SEL Work under Typical Implementation Practices? Outcomes of a First Grade Effectiveness Trial

IF 1.7 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research on Educational Effectiveness Pub Date : 2023-12-07 DOI:10.1080/19345747.2023.2279124

James C. DiPerna, Susan Crandall Hart, Pui-Wa Lei, Tianying Sun, Hui Zhao, Kyle Husmann, Xinyue Li

引用次数: 0

Abstract

The purpose of this study was to explore the effectiveness of a universal classroom-based social-emotional learning (SEL) program for first grade students. Forty classrooms from 13 elementary schoo...

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通用 SEL 在典型的实施实践中有效吗？一年级有效性试验的结果

本研究旨在探索针对一年级学生的基于课堂的社会情感学习（SEL）课程的有效性。来自 13 所小学的 40 个班级参加了这项研究。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Research on Educational Effectiveness EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.00

自引率

11.10%

发文量

期刊介绍： As the flagship publication for the Society for Research on Educational Effectiveness, the Journal of Research on Educational Effectiveness (JREE) publishes original articles from the multidisciplinary community of researchers who are committed to applying principles of scientific inquiry to the study of educational problems. Articles published in JREE should advance our knowledge of factors important for educational success and/or improve our ability to conduct further disciplined studies of pressing educational problems. JREE welcomes manuscripts that fit into one of the following categories: (1) intervention, evaluation, and policy studies; (2) theory, contexts, and mechanisms; and (3) methodological studies. The first category includes studies that focus on process and implementation and seek to demonstrate causal claims in educational research. The second category includes meta-analyses and syntheses, descriptive studies that illuminate educational conditions and contexts, and studies that rigorously investigate education processes and mechanism. The third category includes studies that advance our understanding of theoretical and technical features of measurement and research design and describe advances in data analysis and data modeling. To establish a stronger connection between scientific evidence and educational practice, studies submitted to JREE should focus on pressing problems found in classrooms and schools. Studies that help advance our understanding and demonstrate effectiveness related to challenges in reading, mathematics education, and science education are especially welcome as are studies related to cognitive functions, social processes, organizational factors, and cultural features that mediate and/or moderate critical educational outcomes. On occasion, invited responses to JREE articles and rejoinders to those responses will be included in an issue.