Positive education in daily teaching, the promotion of wellbeing, and engagement in a whole school approach: a clustered quasi-experimental trial

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

School Effectiveness and School Improvement Pub Date : 2021-11-10 DOI:10.1080/09243453.2021.1988989

Jochem M. Goldberg, Marion Sommers-Spijkerman, A. Clarke, K. Schreurs, E. Bohlmeijer

{"title":"Positive education in daily teaching, the promotion of wellbeing, and engagement in a whole school approach: a clustered quasi-experimental trial","authors":"Jochem M. Goldberg, Marion Sommers-Spijkerman, A. Clarke, K. Schreurs, E. Bohlmeijer","doi":"10.1080/09243453.2021.1988989","DOIUrl":null,"url":null,"abstract":"ABSTRACT In the current study, a Dutch whole school Positive Education Programme (PEP) was investigated. PEP is a bottom-up programme, aimed at shifting teacher’s attention from solely focusing on learning outcomes towards a more comprehensive approach that takes the wellbeing and engagement of students during classes into account. PEP was investigated through a clustered quasi-experimental trial. Four primary schools, 639 pupils, were included, of which two were allocated to PEP. Multilevel analyses showed no significant differences on any of the outcomes. However, the data indicated a trend towards more engagement in the intervention schools (p = .09). Also, at post-measurement, the proportion of sufficiently engaged students was significantly higher in the intervention schools. Although it seems too premature to draw conclusions regarding the effectiveness of such a whole school approach, the findings on engagement are promising and have the potential to engender a wide range of other beneficial outcomes.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"33 1","pages":"148 - 167"},"PeriodicalIF":2.8000,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"School Effectiveness and School Improvement","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/09243453.2021.1988989","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 1

Abstract

ABSTRACT In the current study, a Dutch whole school Positive Education Programme (PEP) was investigated. PEP is a bottom-up programme, aimed at shifting teacher’s attention from solely focusing on learning outcomes towards a more comprehensive approach that takes the wellbeing and engagement of students during classes into account. PEP was investigated through a clustered quasi-experimental trial. Four primary schools, 639 pupils, were included, of which two were allocated to PEP. Multilevel analyses showed no significant differences on any of the outcomes. However, the data indicated a trend towards more engagement in the intervention schools (p = .09). Also, at post-measurement, the proportion of sufficiently engaged students was significantly higher in the intervention schools. Although it seems too premature to draw conclusions regarding the effectiveness of such a whole school approach, the findings on engagement are promising and have the potential to engender a wide range of other beneficial outcomes.

查看原文本刊更多论文

日常教学中的积极教育，促进福祉，并参与整个学校的方法:一个聚集的准实验试验

摘要本研究以荷兰全校积极教育计划(PEP)为研究对象。PEP是一个自下而上的项目，旨在将教师的注意力从仅仅关注学习成果转向更全面的方法，考虑到学生在课堂上的健康和参与。PEP通过聚类准实验试验进行调查。包括四所小学，639名学生，其中两所被分配给人发计划。多水平分析显示在任何结果上没有显著差异。然而，数据显示在干预学校中有更多参与的趋势(p = .09)。此外，在测量后，充分参与的学生比例显著高于干预学校。虽然现在就这种全校模式的有效性得出结论似乎还为时过早，但关于参与的研究结果是有希望的，并且有可能产生广泛的其他有益结果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

School Effectiveness and School Improvement EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.60

自引率

0.00%

发文量

期刊介绍： School Effectiveness and School Improvement presents information on educational effectiveness, practice and policy-making across primary, secondary and higher education. The Editors believe that the educational progress of all students, regardless of family background and economic status, is the key indicator of effectiveness and improvement in schools. The journal strives to explore this idea with manuscripts that cover a range of subjects within the area of educational effectiveness at the classroom, school or system level, including, but not limited to: •Effective pedagogy •Classroom climate •School ethos and leadership •School improvement and reform programmes •Systemwide policy and reform