Evaluating the effectiveness of KooLKIDS: An interactive social emotional learning program for Australian primary school children     

Annemaree Carroll  Molly McCarthy  Stephen Houghton  Emma Sanders O'Connor 《Psychology in the schools》2020,57(6):851-867

The effectiveness of universal social emotional learning (SEL) programs are dependent on the incorporation of best practice principles, including an evaluative component. In the present study, the effects of a best practice, teacher-led SEL program was examined with 854 children aged 8–12 years. KooLKIDS uses an interactive multimedia format and animated character to help children develop their emotion regulation capacities, social and friendship skills, empathy and compassion for others, and self-esteem. A quasi-experimental waitlist-control design was used to examine the impact of KooLKIDS on social and emotional competence, behavioral and emotional problems, academic achievement and effort. Hierarchical linear modeling demonstrated significant increases in social and emotional competence, and reductions in internalizing and externalizing problems in children post KooLKIDS program in the intervention group. The findings suggest that KooLKIDS has strong potential as a teacher-led, classroom-based, structured program for enhancing children's social and emotional learning.  相似文献   

History in your hand     

Stephen J. Greenberg 《Journal of the Medical Library Association》2021,109(4):697

In the swirl of current events including a pandemic and new chapters in the awareness of race and gender, it is the professional responsibility of librarians and archivists to create durable records for future scholars, so they can understand our present.  相似文献   

Creating and using annotated examples     

Stephen Yelon  Christopher Reznich 《Performance Improvement》1991,30(4):26-32

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Patterns of intellectual differences of black,hispanic, and white children     

Ronald L. Taylor  Stephen B. Richards 《Psychology in the schools》1991,28(1):5-9

Patterns of intellectual differences among children of different ethnic groups on the Wechsler Intelligence Scale for Children-Revised (WISC-R) were examined. Full Scale IQ was used as a covariate in a multivariate analysis of covariance. The results indicated that when overall IQ is held constant, Black children perform better on verbal tasks, Hispanic children perform better on visual-spatial tasks, and White children perform better on tasks requiring abstract thinking and knowledge of facts. The implications of these results regarding assessment practices are discussed.  相似文献   

Predictors of teachers perceived self-competence in classroom management     

Stephen P. Safran  Joan S. Safran  Robert S. Barcikowski 《Psychology in the schools》1990,27(2):148-155

The purpose of this exploratory study was to identify predictors of teacher manageability beliefs (the degree to which teachers believe they can personally manage a behavior). One hundred and eighty-two teachers completed the 39-item, nine-subtest Teacher Manageability Scale (TMS), which asked participants to rate each behavior (on a 5-point scale) by responding to the question “How easily can you manage the behavior when any student…?” Results of a multivariate regression analysis evaluating the relationship between the nine subtests (dependent variables) and eleven teacher-reported independent variables indicated that between 13% and 18% of the variance was predicted for the six TMS subtests achieving significance. The variables related to the greatest number of dependent measures were student academic achievement and socioeconomic status. Surprisingly, principal's disciplinary support and class size (enrollment) failed to predict even a single subtest. Implications for professional educators working with students identified for special educational services and future research are discussed.  相似文献   

Thomas Pynchon and the Dark Passages of History. David Cowart. Athens: University of Georgia Press, 2011.     

Stephen Hock 《Journal of American culture (Malden, Mass. : 2003)》2012,35(3):285-286

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Finding a Mate in Late Tsarist Russia     

Stephen Lovell 《Cultural and Social History》2013,10(1):51-72

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Cultural studies through education: moments of pedagogy and pragmatics     

Stephen C.K. Chan  Po‐Keung Hui 《Inter-Asia Cultural Studies》2013,14(3):484-495

Abstract

Our main concern is to see if cultural studies can intervene more productively in the dominant educational processes, in ways that align with the sustainable interests of its critical project. As cynicism becomes the commonplace ‘distinction’ of our young graduates, we raise two questions: why should cultural studies be concerned with the spread of cynicism within our own institutional and pedagogic space? And what would be the implications of such critical reflection on our current practices, as scholar and teacher of this critical project? The paper draws on our continual engagement with the curriculum reform of secondary school subjects (Integrated Humanities and Liberal Studies) in Hong Kong, in an attempt to explore the limits and opportunities of education as social practice, as well as the effectivity of cultural studies within the contemporary contexts and crises of education. First we describe how taking part in the specific school reform projects has begun to change the critical and pedagogic orientation of cultural studies we do at the university. Then we discuss the implications of our recent experiments in doing cultural studies in and with the local schools. In all, we want to examine what brings us to our own search for a certain ‘politics of hope’, by re‐thinking and re‐mapping cultural studies as a collective, pragmatic programme in the local educational set‐up. For, without a constructive pragmatics, the students of cultural studies cannot be expected to work effectively across diverse institutional settings. Thus, criticism and the production of critical knowledge in the contemporary academy would go on to foster a state of cynicism among its graduates and the ‘stakeholders’ concerned. Cultural studies, we believe, can make itself more useful through concrete ways of mediating its expertise in the complex processes of education. As such, we emphasize the contemporary relevance and uses of cultural studies for educational transformation.  相似文献   

“I Hear America Singing”: Folk Music and National Identity Rachel Clare Donaldson. Philadelphia: Temple University Press, 2014.          下载免费PDF全文

Stephen Curley 《Journal of American culture (Malden, Mass. : 2003)》2016,39(2):251-252

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Anything Goes: A History of American Musical Theatre Ethan Mordden. New York: Oxford University Press, 2013.     

Stephen Curley 《Journal of American culture (Malden, Mass. : 2003)》2014,37(2):216-217

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