共查询到20条相似文献，搜索用时 31 毫秒
1.
Patricia H. Manz 《Journal of educational and psychological consultation》2013,23(2-3):211-218
Joseph Zins was a forerunner in empirically demonstrating the interrelationship of SEL interventions and school success. This commentary highlights his perspectives on the accumulating body of evidence for the academic gains that have been associated with various SEL interventions and aims to show how new research methodologies can further extend the scientific support as well as enhance the cultural responsiveness of SEL interventions. A partnership approach to research is advocated for addressing three important research directions: defining and measuring social and emotional competencies, co-constructing intervention programs, and achieving system-level program integration. 相似文献
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Martine L. Broekhuizen Pauline L. Slot Marcel A. G. van Aken Judith S. Dubas 《Early education and development》2017,28(2):135-153
Research Findings: Drawing from a Dutch sample of 113 Dutch children (M age = 37 months, SD = 3.5) from 37 early care and education classrooms (19 child care centers and 18 preschools), this study examined whether the relation between classroom emotional and behavioral support and children’s observed social integration and positive mood in a play situation depends on children’s observed behavioral self-regulation. Multilevel analyses revealed a positive association between emotional and behavioral support and children’s social integration for children low on behavioral self-regulation, but there was no such association for children high on behavioral self-regulation. Contrary to our expectations, children low on behavioral self-regulation showed more integration in the case of relatively highly supportive classrooms but not less integration in classrooms that were low in support. For children’s positive mood, a positive association with emotional and behavioral support was found, and no association was found with behavioral self-regulation. Practice or Policy: This study’s findings highlight the importance of emotionally and behaviorally supportive classroom experiences for young children’s social and emotional skills. Moreover, results hint that experts should perhaps not see children low in behavioral self-regulation as always at risk for poorer social outcomes. 相似文献
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Raymond V. Burke Robert G. Oats Jay L. Ringle Leah O'Neill Fichtner Mary Beth DelGaudio 《Journal of Education for Students Placed at Risk》2013,18(3):201-218
Students with persistent disruptive behavior problems lose valuable time in academic lessons, are a distraction for classmates, and cause stress for teachers. Recent meta-analyses indicate that 87% to 92% of published studies on school-based interventions targeting student problem behaviors report results from demonstration projects (involving highly trained staff under ideal circumstances) rather than routine practice programs. This study investigates the routine use of a schoolwide classroom management program and its relationship to elementary students’ social and academic outcomes. Three years after training in the classroom management program, 56 second-, third-, and fourth-grade teachers in an urban school district were assessed for fidelity to the program. Program fidelity was determined via direct observation in the classroom and validated by teacher self-ratings of fidelity and administrator ratings of teacher fidelity. Dependent variables included student engagement during academic lessons, out-of-school suspension rates, and report card grades. Results indicated that high program fidelity was significantly related to greater academic engagement and fewer suspensions, but not higher report card grades. This study adds to the scant literature on implementation fidelity of routine programs with high-risk populations. 相似文献
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David Lee Carlson 《Journal of educational and psychological consultation》2013,23(2-3):219-223
This commentary argues that Joseph Zins' work can contribute and enhance university-based teacher preparation programs. Focusing on secondary English Education, it examines how SEL competencies can improve the curricula and field experiences to support pre-service teachers. 相似文献
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Susan M. Sheridan Lisa L. Knoche Carolyn P. Edwards James A. Bovaird Kevin A. Kupzyk 《Early education and development》2013,24(1):125-156
Research Findings: Parental engagement with children has been linked to a number of adaptive characteristics in preschool children, and relationships between families and professionals are an important contributor to school readiness. Furthermore, social–emotional competence is a key component of young children's school readiness. This study reports the results of a randomized trial of a parent engagement intervention (Getting Ready) designed to facilitate school readiness among disadvantaged preschool children, with a particular focus on social–emotional outcomes. Two hundred and twenty children were involved over the 4-year study period. Statistically significant differences were observed between treatment and control participants in the rate of change over a 2-year period on teacher reports for certain interpersonal competencies (i.e., attachment, initiative, and anxiety/withdrawal). In contrast, no statistically significant differences between groups over a 2-year period were noted for behavioral concerns (anger/aggression, self-control, or behavioral problems) as a function of the Getting Ready intervention. Practice or Policy: The intervention appears to be particularly effective at building social–emotional competencies beyond the effects experienced as a function of participation in Head Start programming alone. Limitations and implications for future research are reviewed. 相似文献
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王金英 《中学生英语读写(高中版)》2002,(4)
A woman saw three old men sitting in her front yard.She said,“I don'tthink I know you, but you must be hungry.Please come in and have something to eat.”“We do not go into a house together.” they replied. 相似文献
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1.A woman saw three oldmen sitting in her front yard.She said.“I don’t think I knowyou,but you must be hungry.Please come in and have some-thing to eat.”一位妇女看见三位老人坐在她家前院,她说:“我想我不认识你们,但你们一定饿了,请进来吃点东西吧。” 相似文献
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Maria S. Poulou 《Early Childhood Education Journal》2017,45(3):427-435
The study aimed to investigate how teachers’ perceptions of emotional intelligence, and social and emotional learning (SEL) relate to teacher–student relationships. Teachers’ perceptions of teacher–student relationships and the degree of agreement with students’ perceptions was also investigated. Preschool teachers from 92 public schools in central Greece completed the Self-Rated Emotional Intelligence Scale, the Teacher SEL Beliefs Scale, and the Student–Teacher Relationships Scale-Short Form for 238 students aged 5–6 years old. 170 students were interviewed using the Young Children’s Appraisal of Teacher Support. Regression analysis revealed that both teachers and students emphasized the role of teachers’ perceptions of SEL in positive teacher–student relationships. However, there was no agreement between teachers and students regarding teacher–student relationships. These findings and their implications for research and practice are discussed. 相似文献
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Oliveira Sofia Roberto Magda Sofia Veiga-Simão Ana Margarida Marques-Pinto Alexandra 《Educational Psychology Review》2021,33(4):1779-1808
Educational Psychology Review - Over the last decades, extensive research has given considerable attention to teachers’ burnout. Owing to its negative personal, organizational, and social... 相似文献
11.
Unn-Doris K. Bæck 《Scandinavian Journal of Educational Research》2016,60(4):435-448
In this article the focus is on the relationship between rural location and education outcomes, a field that has not received enough attention either by educational authorities or by educational researchers. Main goals are to argue for an increased focus on rural education and for the need for contextualisation of educational research in general. Research on issues such as school size, local adaption, population composition, parental involvement and rural approaches to learning are presented in order to map significant areas in rural education research. Perspectives focusing on compositional and contextual effects explaining spatial variations in academic success are highlighted. In addition, an outline of some methodological consequences following from the latter goal is provided. 相似文献
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Karen Komosa-Hawkins 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):393-408
In order to support at-risk adolescents in their transition to high school, a school-based mentoring program was implemented for a group of 9th and 10th grade students. Due to the need for greater clarity regarding the impact of school-based mentoring on youth outcomes, a quasi-experimental study was conducted to examine the impact of one-to-one mentoring on students’ social–emotional health. Strengths-based survey data were collected from participants at pre-intervention and post-intervention. Findings suggested that school-based mentoring is a promising practice for improving the social–emotional strengths of adolescents and/or protecting them from the risks associated with adolescence. 相似文献
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Teachers in toddler classrooms are important agents of emotion socialization. The current study examined teachers’ use of emotion minimizing language in toddler classrooms and toddlers’ social emotional competence. Teachers’ emotion minimizing language is described as language that purposefully distances them from a child’s emotions and discourages children’s expression of their emotions. Research Findings: Results indicate a negative relationship between teachers’ emotion minimizing language and toddlers’ social emotional competence when program quality, child age, and child gender are controlled. Practice or Policy: Implications relevant to teacher preparation programs and professional development are discussed, with a primary focus on the methods by which teachers are trained to use language to respond to young children’s emotions. 相似文献
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Caterina Fiorilli Ottavia Albanese Piera Gabola Alessandro Pepe 《Scandinavian Journal of Educational Research》2017,61(2):127-138
This study explored the relationships among teachers’ emotional competence, burnout as a mediator, and social support. Teachers’ emotional competence was assessed via measures of emotional intensity and emotional regulation. Social support was evaluated in terms of external versus internal support, and teacher dissatisfaction with support received. Participants were 149 Italian primary school teachers. Data were analysed using structural equation modelling. The findings suggested that teacher burnout partially mediated the relationship between emotional intensity and satisfaction with social support received. Overall, the results showed that teachers were at risk of highly intense unpleasant emotions in relation to their burnout syndrome. Moreover, teachers’ satisfaction/dissatisfaction with social support received was predicted by burnout symptoms. These results extend the findings of earlier studies, and provide indications as to how to help teachers experiencing burnout. 相似文献
15.
Mary E. Haskett Jenna Montgomery Armstrong Jennifer Tisdale 《Early Childhood Education Journal》2016,44(2):119-125
The developmental status and social–emotional functioning of young children who are homeless has received inadequate attention in spite of high rates of homelessness among families with young children and the potentially negative impact of homelessness and associated stressors on children’s well-being. The aim of this study was to gain understanding of homeless children’s social–emotional adjustment and their functioning in language, motor, and cognitive skills. We also examined gender and age differences in those areas of development. The sample included 328 children residing with their parents in one of 11 emergency shelter or transitional housing programs for families who were experiencing homelessness in a central North Carolina county. Child case managers administered the Brigance Early Childhood Screen II and the Ages and Stages Questionnaire: Socioemotional form in the shelter setting. Findings indicated variability in competence among the children, with some children performing above average on the developmental screening and demonstrating few social–emotional problems. However, developmental scores for overall functioning of the sample were significantly below the norming group, with particularly low functioning in language and communication skills. Parents of 24.8 % of the children had substantial concerns about their children’s mental health status. Although there are individual differences in adjustment of children experiencing homelessness, results support wide-scale screening and access to early intervention for these vulnerable children. Future investigations could be directed to identifying factors associated with resilience among children without homes. 相似文献
16.
Cynthia K. Buettner Lieny Jeon Eunhye Hur Rachel E. Garcia 《Early education and development》2016,27(7):1018-1039
Research Findings: Early care and education has pronounced implications for young children’s social-emotional learning. Although program structural and classroom process quality indicators have been widely explored, teachers’ personal social–emotional capacity has only recently been recognized as an indicator of quality. This study reviewed and identified indicators of teachers’ social-emotional capacity and established a two factor structure of psychological load and coping abilities. We also explored correlational associations between teachers’ social-emotional capacity and their professional commitment and responsiveness to children’s negative emotions. The sample consisted of 1,129 teachers in center-based child-care programs and public preschools in the US. We found that teachers’ psychological load (depression, stress and emotional exhaustion) was associated with teachers’ negative reactions to children and teachers’ professional commitment after controlling for a wide range of teacher/classroom characteristics. Conversely, teachers’ coping abilities (reappraisal emotion regulation and problem-focused coping strategies) were related to their positive reactions to children’s negative emotions. Practice or Policy: The findings suggest further studies to identify training and professional development program components that might address early childhood teachers’ psychological difficulties and coping strategies. Child-care programs may also need efforts that support teachers’ social–emotional capacity as a way to improve teachers’ responsiveness and professional commitment. 相似文献
17.
I have known my best friend Justin for several years. In my opinion, he is an open and clear boy. He is full of humor, and always makes fun of me. I used to think that he had no troubles until the day I found I was wrong. Behind his sunny smile, there is an inferior heart. 相似文献
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Ifthereisanysinglefactorthatmakesforsuccessinliving,itistheabilitytoprofitbydefeat.EverysuccessIknowhasbeenachievedbecausethepersonwasabletoanalyze(分析)defeatandactuallyprofitbyitinhisnextundertaking.Confuse(混淆)defeatwithfailure,andyouaresuretofailagain.Foritisntdefeat,butitisyourownrefusaltoseeindefeattheguideandencouragementtosuccessthatmakesyoufail.Defeatsarenothingtobeashamedof.Theyarefrequentincidentsinthelifeofeverymanwhoachievessuccess.Butdefeatisadeadlossunlessyoudofaceitbravely,a… 相似文献
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The notion that science objectively discovers natural “truths” is problematic, as social influence is always present in research. This is especially apparent when science investigates such concepts as race, class. and gender where differential social power relations are evident. To demonstrate this assertion, we review twentieth-century research comparing “black” and “white” infant motor development. We have approached this paper from the stance that science is a social activity, with all observations influenced by, as well as reflective of, the values of scientists and the political leanings of the sociocultural context within which research is conducted. We suggest that when questions of group difference are pursued in science, awareness of how the categories themselves have been shaped by social and historical forces, as well as of the potential effects on society, is important. 相似文献