41 Teachers, 41 Different Ways

IF 1.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
S. Neugebauer, Lia E. Sandilos, J. DiPerna, Leah J. Hunter, S. Hart, Emmaline Ellis
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引用次数: 0

Abstract

Schools are increasingly adopting universal social-emotional learning (SEL) programs to support students’ prosocial development and academic success. When adopted across contexts and student populations, SEL interventions can be implemented in different ways, particularly under typical classroom conditions that are not part of research efficacy trials. This study, situated across 13 elementary schools, examined 41 primary teachers’ use of a popular universal SEL program with their 811 students, with attention to the prevalence and nature of teachers’ program changes to standard program practices. In addition, this study explored whether and how teachers’ changes were associated with instructional quality more broadly. Results from 221 lesson observations revealed that teachers’ instructional expertise in areas closely aligned with the program’s target intervention skills was positively associated with higher levels of program fidelity. Expertise was also related to program changes that honored students’ outside of school experiences, supported moment-to-moment decision-making, and centered on students’ interests.
41老师,41种不同的方式
学校越来越多地采用普遍的社会情感学习(SEL)计划来支持学生的亲社会发展和学业成功。当在不同背景和学生群体中采用SEL干预措施时,可以以不同的方式实施,特别是在不属于研究疗效试验的典型课堂条件下。这项研究覆盖了13所小学,调查了41名小学教师对811名学生使用流行的通用SEL计划的情况,并注意到教师计划对标准计划实践的改变的普遍性和性质。此外,本研究更广泛地探讨了教师的变化是否以及如何与教学质量相关。221节课的观察结果显示,教师在与项目目标干预技能密切相关的领域的教学专业知识与更高水平的项目忠诚度呈正相关。专业知识还与课程改革有关,课程改革尊重学生的校外经历,支持即时决策,并以学生的兴趣为中心。
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来源期刊
Elementary School Journal
Elementary School Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.60
自引率
5.90%
发文量
31
期刊介绍: The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.
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