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1.
Social skills are important to the successful social and academic functioning of all students and play a significant role in avoiding or preventing negative responses from others. Social skills also are important aspects of effective schools. In this article, we emphasize the assessment and intervention of the academic side of social skills. That is, we examine the role that social skills play in facilitating individuals' learning and creation of a school environment where others can feel supported and motivated to learn. As a basis for this examination, we first review several key studies documenting interrelations among social skills and academic competence. Next, we briefly review current assessment practices focusing on rating scale methods for documenting students' social skills and perceptions of social support. Finally, we introduce an instructional approach called the Responsive Classroom (Charney, 1992) that has been shown to advance the development of elementary and middle school students' social skills and academic achievement, and result in supportive school environments for learners and teachers. We conclude with recommendations for researchers and practitioners to continue to consider the strong interrelations among social skills, academic functioning, and social support when working with all students in elementary and middle schools.  相似文献   

2.
The objective of the study was to examine the effects of a group-based behavioural, cognitive and skills training intervention (Maltti) provided in schools for elementary school pupils with attention and executive function (EF) deficits. The treatment effects were identified by comparing an intervention group (n = 46) with a waitlist control group (n = 26). Specific effects of the intervention on behavioural deficits in attention and EF in a classroom setting as well as on academic skills were examined. Our analysis indicated that significant intervention effects could be found in the behavioural manifestation of attentional and executive skills in the classroom setting among children (n = 30) who were evaluated as having moderate symptoms in the pre-intervention assessment. Positive effects of the intervention were also observed in arithmetic and reading skills. The severity level of pre-intervention attention and EF deficits did not moderate the results observed in the academic skills tests. The results of this study suggest that a combination of behavioural, cognitive and skills training methods applied in a school context can be effective in reducing attention and EF problems and enhancing the academic performance of children with attention and EF deficits.  相似文献   

3.
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4.
Abstract

Recent years have witnessed a surge in evidence on preschoolers’ emotional development as crucial for both concurrent and later well-being and mental health, and for learning and academic success. Given the importance of building such strengths, assessing emotional competence skills is important to aid early childhood educators in focusing programming for individuals and classrooms. Based on these assertions, this article is structured as follows: (1) outline important issues regarding developmentally appropriate early childhood assessment, particularly of emotional competence; (2) discuss use of culturally relevant standards of attainment of such skills in assessing student progress; (3) define the skills of emotional competence; (4) describe a model leading from developmentally appropriate emotional competence skills to assessment and programming; (5) suggest some possible tools for schools to use in assessing emotional competence of young children; (6) give guidance for new measurement development, and (7) suggest needed policy and practice in this area.  相似文献   

5.
The critical role of communication in schools cannot be understated. Communication skills are a necessity both in the academic and social atmosphere of the school environment. Unfortunately, there are a large number of children in the schools today identified with speech and language disorders. This special edition of Psychology in the Schools examined issues that impact the academic and social functioning of such children. Several articles are focused on potential early intervention strategies or services surrounding literacy and social skills that may enhance the success of children with communication disorders and/or at risk for communication disorders (e.g., Chapman, Denning, & Jamison, 2008; Thatcher & Fletcher, 2008; van Kleeck, 2008). Two other articles tackle promising strategies that may be used in academic settings with children who stutter (Logan, Mullins, & Jones, 2008) or with children with cognitive impairments (Gillette & DePompei, 2008). Despite promising avenues of intervention and practice, there are also barriers to providing instruction to children with communication disorders in a regular classroom (Pufpaff, 2008). Each article provides insight into the importance of communication skills for academic and social success in the schools. The key to the success of children with or at risk for communication is for all school personnel to be aware of and proactive with children with communication disorders. © 2008 Wiley Periodicals, Inc.  相似文献   

6.
Teachers' reflections are presented on the changes occurring while fostering children's social competence and skills in an intervention program. Classroom discussion on interpersonal relationships and conflict resolution was emphasized as a constructive teaching strategy in promoting children's social growth. The curriculum themes focused on friendship, the school community, and the family. The focus is on how the teachers perceived changes in their knowledge of students' social growth and their own teaching skills and attitudes towards working on sociomoral issues in the classroom. In addition, their reflections on changes in the students' social interactions and sense of classroom community are included.  相似文献   

7.
Although school based discourses often frame immigrant students as in need of intervention, leaders can challenge this exclusionary logic, encouraging educators to help students develop linguistic and academic skills while affirming students' rich transnational experiences. This article provides ethnographic images from schools that are effectively serving recently arrived immigrant youth to consider the dimensions of leadership that engender collective responsibility for immigrant youth. In doing so, it considers how school leaders influence how immigrant students are positioned within the sociocultural practices of schools, as well as structures and practices that empower teachers to develop rigorous and responsive curriculum and to support students varied needs.  相似文献   

8.

Social, adaptive, and academic skills must be acquired by today's juvenile offenders, especially those who have disabilities and are ethnically or linguistically diverse, to function effectively at a job and in the community. To give juvenile offenders the opportunity to acquire these skills, juvenile justice systems must address the special academic needs of these individuals. Currently, treatment programs in the juvenile justice system do not fully remediate deficient reading skills in youth with reading disabilities, possibly leading to higher incidence of juvenile offenses among this population. This paper identifies major issues and challenges for juvenile offenders with special needs, including dropout, un- and underemployment, and recidivism to demonstrate the need for reading and literacy intervention. Implications for family-school-juvenile detention staff intervention and future research needs within a sociocultural framework for juvenile offenders with special needs are discussed.  相似文献   

9.
Social‐emotional competence is a critical factor to target with universal preventive interventions that are conducted in schools because the construct (a) associates with social, behavioral, and academic outcomes that are important for healthy development; (b) predicts important life outcomes in adulthood; (c) can be improved with feasible and cost‐effective interventions; and (d) plays a critical role in the behavior change process. This article reviews this research and what is known about effective intervention approaches. Based on that, an intervention model is proposed for how schools should enhance the social and emotional learning of students in order to promote resilience. Suggestions are also offered for how to support implementation of this intervention model at scale.  相似文献   

10.
The number of young children whose home language is not English continues to increase every year in the United States. Challenges for English language learners (ELL) involve low academic achievement related to low expectations and inappropriate instruction, and inappropriate assessment instruments or procedures resulting in overrepresentation of ELL students in higher incidence disabilities. In addition, the lack of effective instructional strategies for teaching ELL students often lead to behavioral problems and poor social interaction skills. The purpose of this article is to examine the learning context of young ELLs relative to culturally and linguistically responsive intervention. Components and potentials of response to intervention model were investigated. Essential factors involved in culturally and linguistically responsive intervention were identified. Finally, challenges in preparing culturally appropriate context were discussed.  相似文献   

11.
This article provides an overview of some of the recent developments in assessing social skills of children and youth, as well as a discussion of "best practices" in conducting assessment and linking assessment to effective intervention. Naturalistic behavioral observation and behavior rating scales are proposed as the 2 assessment methods that should be considered primary or "first-line" choices for social skills assessment. A review of some specific tools that have been developed within these 2 assessment methods is provided. Interviewing and sociometric techniques, although not necessarily primary methods of assessment for children's social skills, sometimes may be an important part of an assessment design, or "second-line" choices. Projective-expressive techniques or objective self-report instruments for assessing children's social skills sometimes may help illuminate the overall assessment results but should never be used as primary assessment methods for social skills; thus, these methods are considered "third-line" methods for this purpose. Six best-practices recommendations, all of which are supported by previous empirical research, are offered for improving social skills assessment efforts. Finally, conclusions are drawn regarding the current state of the art in social skills assessment, as well as implications for future directions in this area. Clearly, the challenge facing researchers and practitioners who are concerned with this area will be to make assessment "functional" and link it to intervention more effectively.  相似文献   

12.
《Africa Education Review》2013,10(2):395-411
Abstract

Poor learner performance in South African schools raises concerns related to lack of commitment and accountability from school leaders and teachers with no common vision to promote a culture of high learner performance. This paper provides a literature overview of research available on the impact of professional learning communities (PLC) on effective teaching and practices to promote higher levels of learning amongst students; the nature of PLCs; their essential characteristics, developmental stages and challenges; and an assessment of the benefits of PLC in schools and the challenges of PLC from other researchers’ observations. PLCs are necessary to encourage collaborative teamwork on essential outcomes and intervention activities in learning. Finally, I conclude by exploring how South African schools can benefit from the practices of professional learning communities which endeavour to improve teaching practices and poor learner achievement.  相似文献   

13.
ABSTRACT

RESCUR Surfing the Waves is a recently developed resilience curriculum for early years and primary schools in Europe. It seeks to develop in marginalized young learners the requisite competences needed to overcome the various challenges in their lives to achieve academic success and social and emotional wellbeing. The competences include developing a growth mindset, making use of one’s strengths, self-determination, effective communication skills and healthy relationships, and overcoming challenges and obstacles. This paper presents the findings of a study on the implementation of the programme in five kindergarten centres in Malta over a 1-year period. A pre- and post-intervention study in 20 classrooms (97 children) showed an improvement in resilience skills, prosocial behavior and learning engagement, but not in internalized and externalized problem behaviors. A small scale study in two nurture classes at two of the schools found similar findings. The findings suggest that there are indications that the programme as a proportionate universal intervention for early years leads to an improvement in social and academic behaviours, but more rigorous research is needed to substantiate these findings.  相似文献   

14.
Abstract

Social development is an important developmental domain for children ages birth through age 8. Increasingly, children with disabilities are included in general education classrooms. Preservice teachers need to develop the knowledge base and decision‐making skills regarding teacher roles and strategies related to peer social competence and inclusion. This paper focuses on how the faculty in the preservice Unified Early Childhood Education PROTEACH program at the University of Florida uses frameworks, including a hierarchy and continuum of interventions for promoting peer social competence, and frameworks for reflective teaching and collaborative teaming.  相似文献   

15.
ABSTRACT

In this article, we draw from the Civic Lessons and Immigrant Youth study to present key issues and implications related to teachers' work with immigrant youth. This synthesis draws on data and analyses from over six years of work examining the experiences, skills, and roles of teachers of immigrant youth as they navigated the complex terrain of teaching topics of citizenship in settings when not all youth had formal citizenship rights. Major themes include: the significance of building trusting relationships with immigrant students; the importance of approaches to teachers' knowledge building and legitimization of their immigrant students; and, finally, the prevalence of teachers' concern with the safety of their undocumented students. Subsequently, we pose questions for the field of teacher education in an era when immigration, education, and citizenship are intersecting in complex ways. Amid over-generalized conceptions of teaching for diversity, this article contributes to understanding how experienced teachers who supported immigrant rights practiced their craft, creating affirming environments in schools.  相似文献   

16.
While quality physical education teacher education requires recruits to be trained in the knowledge, skills, and dispositions necessary for effective teaching, research stemming from socialization theory and role theory indicates that this may not be adequate. Pre-service teachers also need to be made aware of organizational challenges they will face when transitioning into their first teaching position. These challenges stem from the ways in which recruits are socialized into physical education, and are related to the complex, sociopolitical structure of schooling. The purpose of this article is to provide a review of the organizational challenges faced by beginning physical education teachers and to present recommendations for how teacher training programs can better prepare pre-service teachers to meet these challenges. The discussion includes both general and specific strategies that can be implemented to provide pre-service teachers with the knowledge and skills necessary to enhance their ability to navigate life in the sociopolitical contexts of schools. Preparing students for the realities of school life should correspond with a decrease in reality shock and the washout effect.  相似文献   

17.
The transition to adulthood for today's youth is a difficult journey filled with risk, rapid change, and seemingly endless choices. Effective coping skills can help youth navigate these challenges. This article explores the impact of gender and developmental level on coping skill acquisition in adolescence. Suggestions for helping youth to develop effective coping strategies are provided from both a prevention and intervention perspective. By helping today's youth develop the necessary strategies to deal with the unavoidable stresses encountered in life, school psychologists and counselors can help to ultimately create adults who have the skills and necessary psychological resources to successfully cope and adapt to life's changes. © 1999 John Wiley & Sons, Inc.  相似文献   

18.

Based on qualitative research on school and city violence, this article examines three forms of partnerships between community organizations and schools, including youth interventions by social services; community activism; and school liaisons with the police. The article examines how violence-prevention strategies are conceived within a context that includes the formation of policy directed at communities, youths, and schools; social science theories of delinquency; public rhetoric about youth and families; and efforts on the part of community residents, city departments, and social services. The underlying theory-base behind the research can be associated with cultural studies, since it combines cultural and structural interpretations of the topic and analyzes policies according to their processes, in light of their constructions, and in connection with the theories that guide them. It becomes obvious by the end of the article that community-based violence-prevention organizations collaborating with schools are sometimes blocked from doing good work by poor funding, power struggles, and a deficit model of youth. While the partnerships can, at times, help to initiate positive involvement of disenfranchised people, they can also become instruments of city power structures. For their positive and productive work to come out, the interagency and school collaborations must solve the problems that are discussed in the article.  相似文献   

19.
Abstract

This article reports on a study that investigated how collaborative leadership can influence sustained learner academic performance in secondary schools. The key problem resounds about secondary schools that are unable either to sustain or improve learner academic performance when intervention strategies rolled out from the district offices are concluded. The literature pursued in the study covered collaborative leadership from both schools and district education offices and their impact on learner academic performance. Participants were circuit managers, subject advisors, principals and teachers. They completed open- ended questionnaires that sought to explain the relationship between collaborative leadership and sustained learner academic performance. Major findings indicated that participants (at the various levels of leadership) attribute low learner academic performance to all other involved parties except themselves. Thus, collaborative leadership within the school and between schools and district education offices is not enabling sustained learner academic performance.  相似文献   

20.
Abstract

This study aimed to evaluate the impact of the “I Found a Solution” computer‐assisted social skills intervention program on students with mild mental retardation. Teachers randomly divided students from two Israeli special schools (58 males, 29 females; aged 10.6 to 17.11 years) into an experimental and a control group. Teachers trained the experimental group using a social skills package including computerized social conflict scenarios and adventure games, group discussions, and homework tasks. Within the same time frame, teachers trained the control group to use various academic computer software programs. Following the intervention process, the research team collected information on students' self‐reported social skills and teachers' ratings of the students' adaptive classroom behavior. The experimental group performed significantly better than controls on posttest criteria. Teachers rated trained students as demonstrating better task orientation and less aggression and behavior difficulties. On subjective self‐reports, trained students reported more cooperation and assertion than the control group, but self‐control and empathy measures did not differentiate between groups. The use of a naturalistic mini‐environment for experimenting and rehearsing effective social strategies appears promising but requires further exploration.  相似文献   

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