eric.ed.gov har udgivet: Social-emotional comprehension involves encoding, interpreting, and reasoning about social-emotional information, and self-regulating. This study examined the mediating pathways through which social-emotional comprehension and social behaviour are related to academic outcomes in two ethnically and socioeconomically heterogeneous samples totaling 340 elementary-aged children. In both samples, social-emotional comprehension, teacher report of social behaviour, and academic outcomes were measured in a single school year. In both samples, structural equation models showed that the relationship between social-emotional comprehension and reading was mediated by socially skilled behaviour. In one sample, but not the other, the relationship between social-emotional comprehension and math was mediated by socially skilled behaviour. This paper advances our understanding of the mechanisms through which social-emotional factors are associated with academic outcomes. [This article was published in “Infant and Child… Continue Reading →
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eric.ed.gov har udgivet: The promotion of social, emotional, and academic learning is not a shifting educational fad; it is the substance of education itself. It is not a distraction from the “real work” of math and English instruction; it is how instruction can succeed. And it is not another reason for political polarization. It brings together a traditionally conservative emphasis on local control and on the character of all students, and a historically progressive emphasis on the creative and challenging art of teaching and the social and emotional needs of all students, especially those who have experienced the greatest challenges. In fact, the basis of this approach is not ideological at all. It is rooted in the experience of teachers, parents, and students supported by the best educational research of… Continue Reading →
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eric.ed.gov har udgivet: Since its inception in 2002, the National Center for Education Research (NCER) in the Institute of Education Sciences (IES) has funded over 700 education research grants and over 60 education training grants. The research grants have supported exploratory research to build theory or generate hypotheses on factors that may affect educational outcomes, development and innovation research to create or refine academic interventions, evaluation studies to test the efficacy and effectiveness of interventions, and measurement work to help develop more accurate and valid assessments, and the training grants have helped prepare the next generation of education researchers. NCER’s education research grantees have focused on the needs of a wide range of students, from pre-kindergarten through postsecondary and adult education, and have tackled a variety of topic areas. The… Continue Reading →
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eric.ed.gov har udgivet: One widely used tool that captures the process quality of preschool classrooms, including interactions between teachers and children, is the Classroom Assessment Scoring System-Preschool (Pre-K CLASS; Pianta et al. 2008). The Bill & Melinda Gates Foundation funded Mathematica to conduct a literature scan to search for recent studies analyzing how well widely used classroom quality measures–including the Pre-K CLASS–perform (see box at the end of the brief for more details about methods). This brief focuses on what is known about how the Pre-K CLASS relates to children’s outcomes in general, and whether its relationships with outcomes differs for key subgroups of children. The authors include outcomes that reveal a child’s readiness for school, categorized as language; literacy; math; and social-emotional, executive function, and physical skills (coordination of… Continue Reading →
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eric.ed.gov har udgivet: Understanding disparities in school readiness among America’s children when they begin kindergarten is critically important, now more than ever. In today’s 21st century global economy, it is expected that the great majority of children will complete high school ready to enter college or begin a career, and assume their civic responsibilities. This requires strong math, reading, science, and other cognitive skills, as well as the abilities to work well and communicate eeffectively with others, solve problems creatively, and see tasks to completion. Unfortunately, the weak early starts that many children are getting make it hard to attain these societal goals. Knowing which groups of children tend to start school behind, how far behind they are, and what factors contribute to their lag, can help in developing policies… Continue Reading →
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eric.ed.gov har udgivet: Teachers play a critical role in establishing classroom and school environments that contribute to students’ social and emotional development. This paper explores whether we can estimate a classroom-level measure of student growth in SEL by applying value-added models to students’ [social-emotional learning] SEL. We analyze data from the 2016 and 2017 administrations of student self-report surveys, which contain responses from roughly 40,000 students in Grade 5 within five of California’s CORE Districts. We estimate separate value-added models for each of the four SEL constructs assessed–growth mindset, self-efficacy, self-management, and social awareness–and for math and [English language arts] ELA academic growth. We find across-classroom-within-school variance of students’ SEL outcomes, even after accounting for school-level variance. The magnitude of classroom-level impacts on students’ growth in SEL appears similar to… Continue Reading →
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eric.ed.gov har udgivet: This article explores five educators’ conceptions of the characteristics of mathematically gifted students and a social learning environment that supports their development in a school for mathematically gifted adolescents in Finland. We conducted this qualitative study through semi-structured interviews and participant observations in a Finnish upper secondary school with a special mathematics program. The research shows that gifted students and their educators form a tight community, the social learning environment of which supports shared motivation, healthy perfectionism, and practicing social skills. The results deepen the understanding of gifted education in the Finnish context and the significance of educators’ shared understanding of social activities as a basis for successful gifted education. Link til kilde
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eric.ed.gov har udgivet: The purpose of this study was to examine the impact of the Everyday Arts for Special Education (EASE) program on elementary special education students’ academic achievement (reading and math) and social-emotional learning. EASE was a 5-year program providing professional development and instruction in the arts in 10 New York City special education schools. The program served 300 teachers and 5,334 special education students over the 5 years. Through the program, special education teachers learned arts-based strategies to integrate into their instruction. The program included: (1) professional development workshops, (2) collaborative classroom modeling by teaching artists, (3) on-site professional development, (4) classroom instruction by special education teachers and visiting teaching artists. Impact was investigated through a quasi-experimental design, using the New York State Alternative Assessment (NYSAA) and the… Continue Reading →
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eric.ed.gov har udgivet: This report summarizes research conducted primarily over the past 10 years on how families’ involvement in children’s learning and development through activities at home and at school affects the literacy, mathematics, and social-emotional skills of children ages 3 to 8. A total of 95 studies of family involvement are reviewed. These include both descriptive, nonintervention studies of the actions families take at home and at school, and intervention studies of practices that guide families to conduct activities that strengthen young children’s literacy and math learning. The family involvement research studies are divided into four categories: (1) Learning activities at home, including those that parents engage in to promote their child’s literacy and/or math skills outside school; (2) Family involvement at school, including the actions and interactions that… Continue Reading →
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eric.ed.gov har udgivet: Pre-university enabling programs provide an important pathway to university for underprepared and disadvantaged students. In order to adequately prepare students for their university journey, enabling educators need to understand and respond to the evolving needs of their learners; not only their academic disparity, but also their past learning experiences and perceptions towards particular subjects. In the current study, students entering an Australian enabling program, ‘OnTrack’, were surveyed on their attitudes, emotions and aspirations towards the study of science and mathematics. Responses were associated with student perceptions of their past science and maths learning experiences. There was incongruity between student expectations of what future study would entail and the realities of their degree choices and career aspirations. This study suggests the need for social and emotional learning and… Continue Reading →
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