Evaluation of a Social Skills Program for Early Elementary Students: We Have Skills

IF 1.7 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research on Educational Effectiveness Pub Date : 2022-03-14 DOI:10.1080/19345747.2022.2037798

K. Smolkowski, H. Walker, Brion Marquez, Derek B. Kosty, C. Vincent, Carey Black, Gulcan Cil, L. Strycker

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引用次数: 1

Abstract

Abstract This paper reports the results of a randomized controlled trial evaluating We Have Skills, a brief curriculum designed to teach early elementary students academic and social skills as well as improve teacher efficacy in classroom management. Intervention efficacy was tested with 127 teachers, randomly assigned to condition, and 2,817 of their students. On key outcomes of student academically related behavioral skills and classroom adjustment, intervention teachers reported greater gains for their students than comparison teachers (Hedges’s g ≥ 0.19). Baseline scores moderated effects, demonstrating greater differences between conditions for initially struggling students. Intervention teachers also reported greater improvements on their sense of self-efficacy for classroom management and concerns about student behavior (|g| ≥ 0.30) relative to comparison teachers. Effect sizes were similar to or greater than those reported for similar programs, and an economic analysis suggested that We Have Skills was less costly than many. The findings support cost-effective solutions that teach social–behavioral skills in early elementary grades—and suggest that such programs may be especially beneficial for students who struggle with academically related behaviors.

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小学早期学生社交技能项目评估：我们有技能

摘要:本文报告了一项随机对照试验的结果，该试验评估了《我们有技能》这一旨在教授小学生学习和社交技能以及提高教师课堂管理效能的简短课程。对随机分组的127名教师和2817名学生进行干预效果测试。在学生学业相关行为技能和课堂适应的关键结果上，干预教师报告的学生收益大于对照教师(赫奇斯g≥0.19)。基线分数缓和了影响，显示出最初挣扎的学生在不同条件下的差异更大。与对照教师相比，干预教师在课堂管理自我效能感和对学生行为的关注方面也有更大的改善(bbbg |≥0.30)。效果大小与类似项目的报告相似或更大，一项经济分析表明，“我们有技能”项目的成本比许多项目要低。研究结果支持在小学早期教授社会行为技能的经济有效的解决方案，并建议这样的项目可能对那些在学业相关行为上挣扎的学生特别有益。

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.