ethanporcaro/eric-fulltext-meta huggingface dataset:
Social and Emotional Learning in the Greek Educational System: An Ithaca Journey
Author: Hatzichristou, Chryse
Date: 2016-11-00
Type: Journal Articles
Subjects: Foreign Countries,Social Development,Emotional Development,Prevention,Crisis Management,Teacher Education Programs,Well Being,Elementary Secondary Education,Mental Health,Intervention,Educational Environment,Pretests Posttests,Control Groups,Experimental Groups,Comparative Analysis,Resilience (Psychology),Psychological Patterns,Minority Group Students,Program Effectiveness,Questionnaires,Diaries

This article portrays the ongoing and ever-expanding journey of the Center for Research and Practice of School Psychology (CRPSP) of the National and Kapodistrian University of Athens. Based on an integrative approach to school community well-being that includes positive psychology perspectives and systems interventions, all activities of the Center focus on a social and emotional learning (SEL) framework that emphasizes strengths and contextual protective factors for members of the school community and other educational settings. Special attention is given to the implementation of SEL prevention programs in times of crisis and economic recession. Furthermore, the incorporation of SEL framework into the general education curriculum as well as in the preparation of psychologists and teachers at undergraduate and graduate level is presented. The role of SEL in building evidence-based interventions is discussed under the scope of multicultural and transnational considerations.
Promoting Social and Emotional Competencies among Young Children in Croatia with Preschool PATHS
Author: Mihic, Josipa
Date: 2016-11-00
Type: Journal Articles
Subjects: Foreign Countries,Social Development,Emotional Development,Preschool Children,Prevention,Preschool Education,Program Effectiveness,Hierarchical Linear Modeling,Prosocial Behavior,Emotional Response,Symptoms (Individual Disorders),Peer Relationship,Aggression,Behavior Problems,Hyperactivity,Child Behavior,Questionnaires,Screening Tests,Preschool Curriculum,Surveys

Preschool PATHS (Promoting Alternative Thinking Strategies) is an evidence-based universal prevention program focused on promoting children's social and emotional competencies and reducing the likelihood of behaviour problems and negative relationships with peers and teachers. This paper examines changes in the social and emotional competencies of the first children to participate in Preschool PATHS in Croatia. This study included 164 children, ages 3-6, in 12 preschool classrooms in three cities across Croatia, who participated in the classroom-based Preschool PATHS curriculum. At the beginning and end of the preschool year, teachers completed well-validated and reliable assessments of social and emotional competencies on each child. Hierarchical linear models revealed statistically significant and substantial improvements in prosocial behaviour, emotion regulation, emotion symptoms, peer problems, relational aggression, conduct problems, and hyperactive-impulsive behaviour. Study findings reveal significant changes in children's social and emotional competencies during preschool. This time may present a unique opportunity to buttress children's skills and improve long-term school success through the implementation of a rigorous empirically-validated prevention program such as Preschool PATHS.
Predictors of Rater Bias in the Assessment of Social-Emotional Competence
Author: Shapiro, Valerie B.
Date: 2016-11-00
Type: Journal Articles
Subjects: Predictor Variables,Social Development,Emotional Development,School Districts,Evaluators,Teacher Characteristics,Program Implementation,Behavior Rating Scales,Barriers,Scores,Hierarchical Linear Modeling,Correlation,Elementary School Teachers,Student Diversity,Elementary School Students,Interrater Reliability,Quasiexperimental Design,Maximum Likelihood Statistics

&quot;The Devereux Student Strengths Assessment Mini&quot; (DESSA-Mini) (LeBuffe, Shapiro, &amp; Naglieri, 2014) efficiently monitors the growth of Social-Emotional Competence (SEC) in the routine implementation of Social Emotional Learning programs. The DESSA-Mini is used to assess approximately half a million children around the world. Since behavior rating scales can have &quot;rater bias&quot;, this paper examines rater characteristics that contribute to DESSA-Mini ratings. Rater characteristics and DESSA-Mini ratings were collected from elementary school classroom teachers (n = 72) implementing TOOLBOX in a racially/ethnically diverse California school district. Teachers rated 1,676 students, who scored similarly to a national reference group. Multilevel modeling analysis showed that only 16% of variance in DESSA-mini ratings was attributable to raters. Relationships between teacher characteristics and ratings were estimated to examine rater variance. Collectively, four characteristics of teachers (perceived barriers to student learning, sense of their &quot;typical&quot; student's level of SEC, anticipation of SEL program implementation challenges, and intentions to fully implement a newly adopted SEL program) accounted for bias in teacher-generated DESSA scores, leaving only 10% of the variance unexplained. Identified sources of &quot;rater bias&quot; can be controlled for in research and addressed through thoughtful program selection, training, and implementation.
The Lions Quest Program in Turkey: Teachers' Views and Classroom Practices
Author: Gol-Guven, Mine
Date: 2016-11-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Interviews,Observation,Program Implementation,Social Development,Emotional Development,Skill Development,Teacher Responsibility,Well Being,Family Influence,Child Development,Program Effectiveness

This is a pilot study to explore the classroom implementation of the Lions Quest Program in Turkey. Teachers of first through eighth grades at two elementary schools who applied the program were interviewed about the program and their classroom practices while they were also observed and their classrooms were also observed. Considerable program implementation differences were found within and between the schools. Three main issues were raised in the interviews, namely that the teachers were not clear about whether social emotional learning (SEL) skills should be taught to students as a separate lesson or not; they seemed to doubt whether school personnel should be responsible for SEL implementation; and although they had positive views of the implementation, they underlined that students' social and emotional wellbeing is dependent on family background and the developing maturity of the child. In conclusion, the teachers expressed positive views about the Lions Quest Program, yet lacked strong opinions about when, where, and by whom the program needed to be included in the curriculum. Limitations, implementation challenges, and implications for SEL in the Turkish context were also identified.
Environmental Science and Engineering Merit Badges: An Exploratory Case Study of a Non-Formal Science Education Program and the U.S. Scientific and Engineering Practices
Author: Vick, Matthew E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Youth Programs,Males,Questionnaires,Case Studies,Recognition (Achievement),Standards,Science Education,Environmental Education,Engineering Education,Informal Education,Content Analysis,Documentation,Knowledge Level

The Boy Scouts of America's Environmental Science and Engineering merit badges are two of their over 120 merit badges offered as a part of a non-formal educational program to U.S. boys. The Scientific and Engineering Practices of the U.S. Next Generation Science Standards provide a vision of science education that includes integrating eight practices that engage youth in inquiry-based learning and investigative design and interpretation. This exploratory study uses document analysis triangulated with a questionnaire under the general principles of program evaluation as a case study to examine the potential alignment of the Boy Scouts of America's Environmental Science and Engineering merit badges and the Scientific and Engineering Practices of the NGSS. Merit badge requirements were matched with specific elements of the S&amp;EP as described by the NGSS Appendix F progressions for middle school aged youth. The cognitive demand of the requirements was also analyzed using Webb's Depth of Knowledge. Questionnaires were sent to volunteer merit badge counselors for one Midwestern U.S. Boy Scout council. Their responses were used to inform the analysis of the merit badge requirements. The requirements for both of these badges show connections to several of the S&amp;EP, especially S&amp;EP 3: conducting investigation and S&amp;EP 6: constructing explanations and designing solutions. Triangulating data from merit badge counselors show that Scouts in Engineering merit badge do engage in the engineering design process very much and potentially engage them in investigations and construction of explanations with Environmental Science. Several of the merit badge counselors were highly educated scientists and engineers. Often, these counselors reported engaging Scouts in a manner closest to the vision of the NGSS S&amp;EP. One of the limitations of the Environmental Science merit badge is that investigations are mostly elective options. This exploratory study concludes that the requirements for Boy Scout merit badges are designed in manners that can engage youth in the S&amp;EP. Counselors do affect the extent to which these practices are incorporated. Future studies should examine the learning by youth from merit badges as related to S&amp;EP and general science and engineering content knowledge.
Characteristics of the Creative Development Technologies Applying during the Work with Students
Author: Krinitsyna, Anastasiya Vyacheslavovna
Date: 2016-00-00
Type: Journal Articles
Subjects: Creativity,Student Development,Emotional Development,Cognitive Development,Personality Traits,Psychological Patterns,Aesthetics,Self Concept,Communication Skills,Adjustment (to Environment),Motivation,Student Attitudes,College Students,Elementary School Students,Secondary School Students,Social Development,Self Esteem,Program Effectiveness,Surveys,Questionnaires,Observation,Foreign Countries

Present article explores the characteristics of the influence of creative influence technologies for school and college students on their professional and personal self-identification. The aim of the study is students' creative development, which represents the process of integration of mental, emotional and physical personality components, which is corrected by the psychological technologies. Methodological bases of the study are the ideas about an integrative nature of development within the inseparable emotional, intellectual and personality domains; about creative work as a cultural-historic and social-cultural phenomenon; about aesthetic and creative cultures; and about creativity. The result of the study consists of revealing the following directions of creative development as self-identification factors: students' professional orientation, development of communicative skills and overcoming the difficulties in communication, exploring oneself and the world, adaptation to the educational environment and motivation towards creative activity. The novelty of the study consists of developing a model and technologies that facilitate students' creative resources actualization, which helps their creative development. Using the technologies of creative self-expression in the process of working with school and university students allows improving the level of students' acquisition of the new knowledge and expands the field of application of this knowledge in further professional activity.
A Case Study of Data Use, Project-Based Learning, and Language Development for ELLs
Author: Shideler, Annette
Date: 2016-00-00
Type: Journal Articles
Subjects: Case Studies,Information Utilization,Active Learning,Student Projects,Language Acquisition,English (Second Language),Data,Decision Making,Curriculum Development,Educational Methods,Special Needs Students,Units of Study

Teachers, both mainstream and English as a New Language (ENL), are cognizant of the many languages and learning ability levels of ELLs. They struggle to address the challenges presented by this population of students. Districts with large or small ELL populations face similar challenges: how can mainstream content be made comprehensible to ELLs to develop core content concepts; language skills; and empower students to learn the tools of technology? In this case analysis, Shideler's approach had been to use data to create intentional curriculum. The intentional approach had teachers analyze data, identify the specific performance indicators (PI) proven to be difficult, and isolate the linguistic demands to design a project-based learning (PBL) unit that exemplified four strands (PBL be based on mainstream content area curriculum; focus on the academic skills required for the identified PI; focus on the language development needed; and it integrates technology to enhance learning). Shideler concludes that the experiences with the ELL teachers proved that they can develop successful, intentional syllabi, and the result was that the ELL student performance levels had repeatedly shown to significantly increase as a result of these strategic learning experiences.
Teachers' Voices on Social Emotional Learning: Identifying the Conditions That Make Implementation Possible
Author: Martinez, Lorea
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Social Development,Emotional Development,Intervention,Action Research,Charter Schools,Disadvantaged,Student Needs,Urban Areas,Teaching Methods,Qualitative Research,Focus Groups,Educational Environment,Program Descriptions,Elementary School Students,Elementary School Teachers

There is increasing evidence that addressing children's social and emotional needs has a positive impact on students' performance, their attitudes about school and the relationships that take place in educational settings. This study is focused on identifying the conditions that support teachers' development and implementation of Social Emotional Learning (SEL) programs and practices. Using a practitioner-driven methodology, action research, the staff of a high performing charter school in a disadvantaged urban community in California (United States) engaged in an inductive process of reflection and action to address students' social and emotional needs. The findings in this research highlight the positive impact that implementation of a school-designed SEL intervention had on students, and on teachers' practices. Teachers' commitment was necessary to ensure initial engagement, while curricular and organizational resources were needed to maintain implementation in the long term.
Mainland Chinese Primary and Middle-School Students' Social and Emotional Wellbeing.
Author: Askell-Williams, Helen
Date: 2016-11-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Middle School Students,Well Being,Questionnaires,Student Attitudes,Mental Health,Emotional Response,Scores,Cross Cultural Studies,Cultural Differences,Translation,Socioeconomic Status

Educators in mainland China are increasingly concerned about promoting school students' social and emotional wellbeing. However, there has been little exchange of research between China and western countries about this topic. For example, questionnaires developed in the west have not been generally available to mainland Chinese researchers. We translated three existing wellbeing questionnaires into simplified Chinese characters and administered the questionnaires to 2756 students aged 10 to 15 attending 16 schools in Beijing. Results showed that students generally reported positive wellbeing, with only small proportions of students indicating languishing mental health. Comparisons between Chinese and Australian students of similar ages indicated that the Chinese students reported slightly higher wellbeing scores. However, as students in both countries grew older, their wellbeing scores became significantly lower. This study provides foundational information to underpin future work in Beijing schools to promote students' social and emotional wellbeing.
A Case Study: Feeling Safe and Comfortable at School
Author: Hall, Rose A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Case Studies,Parent Participation,Parent School Relationship,Parent Teacher Cooperation,School Safety,Success,School Surveys,Student Attitudes,Elementary Education,Qualitative Research

During the 2013-2014 school year, a case study on parent involvement was conducted at an elementary school in Florida's Broward County, the 9th largest school district in our nation. The study's goal was to identify a systematic schema for evaluating parent involvement in the school lives of students that would allow researchers to examine the possible influences of parent involvement on the students' school success. The schema identified a number of possible influences that warranted further analysis, but it was a third grader in the study who was best able to articulate one of the most critical components necessary to ensure students experience school success and safety. During a study interview, the third (3rd) grader was asked, &quot;What's the best thing about your teacher getting to know your family?&quot; Without hesitation, he responded, &quot;I feel safe here now.&quot; This student's response highlights a hallmark of the study: other participants (i.e. teachers, parents and students) also expressed an increased sense of security once parent involvement became a more regular part of the students' school lives. They were vocal about various aspects of parent involvement (i.e. regular communication and increased rapport between all parties) making them feel safe enough to ask for assistance. Their responses revealed that, for them, parent involvement was an important vehicle on the road to school success.
Whose Model Student? Learner-Centered Discourse and the Post-Secondary Privatization Agenda
Author: Hoben, John
Date: 2016-11-26
Type: Journal Articles
Subjects: Privatization,Higher Education,Discourse Analysis,Educational Change,College Faculty,Institutional Mission,Governance,Language Usage,Moral Values,College Students,Commercialization,Role,Self Concept,Foreign Countries,Educational Policy,Popular Education

Using discourse analysis, the author identifies contradictions in privatization discourse in order to highlight how state-based educational reform has used a normative language of student interests to fundamentally redefine the nature of the university's mission and its faculty based governance structures. The author proposes a counter-discourse that creates broader discursive forums for those who view the university as a public and democratic intellectual space. A primary aim is to create affinity identities in which the social and moral agency of faculty and students is recognized and used to challenge the ongoing disruptive corporatization agenda in higher education.
The Discursive Framing of International Education Programs in British Columbia
Author: Cover, Dwayne
Date: 2016-11-26
Type: Journal Articles
Subjects: International Education,Educational Research,Tuition,Foreign Students,Cultural Differences,Educational Policy,Higher Education,Mass Media Role,Marketing,Commercialization,Discourse Analysis,Correlation,Government Role,Foreign Countries

This study examines how international education programs in British Columbia have been discursively framed by government and media sources. Over the past two decades, international education programs have expanded in number and scale in the province, a phenomenon that has been interpreted by some education researchers and media sources as predominantly an effort to generate further revenue from international student tuition fees. However, international education programs are also seen as opportunities for increased internationalization, with students from different national and cultural backgrounds in BC schools alongside domestic students. We draw upon the concept of &quot;mediatization&quot; of policy to position and understand the relation between the state and media sources in the shaping of public understanding of education policy, as well as upon the theoretical lenses of marketization and internationalization for analysis. Methodologically, we employ critical discourse analysis to examine government documents and texts from provincial and local media sources. Findings suggest that there has not been a co-constitutive role for government and media in discursively presenting international education programs, with differing foci between groups and even within groups.
Commercializing Higher Learning through the Discourse of Skills in University Co-Operative Education: Tensions and Contradictions
Author: Milley, Peter
Date: 2016-11-26
Type: Journal Articles
Subjects: Cooperative Education,Higher Education,Case Studies,Educational Change,Foreign Countries,Undergraduate Students,Undergraduate Study,Semi Structured Interviews,Research Design,Labor Market,Work Experience,Universities,Commercialization,Privatization,Human Capital,Workplace Learning

The last 3 decades have witnessed the rise of reforms aimed at conjoining Canadian universities to the economic system. Critics have pointed out how reforms have emphasized economic utility in universities to the detriment of their sociocultural mission, producing negative effects. One curricular innovation that has spread in tandem with reforms is co-operative education (co-op), which is seen to improve economic utility but has not attracted critical scrutiny. This article offers a socially critical perspective on co-op that draws on conceptual work and a sub-set of empirical data from a multi-case study conducted in one university. A tentative portrait emerged of a previously unexplored avenue of commercialization that is mediated through co-op. The process began with students enrolling to deal with personal financial burdens and to feel more secure about their economic futures. Once in co-op, students were exposed to competitive market processes that immersed them in the commercial activity of packaging, exchanging, and accumulating their human capital, using &quot;skills&quot; as discursive currency. Students internalized the discipline of the market, taking an entrepreneurial stance towards their self-definition and presentation. Programmatic features did not to enable students to reflect on or remediate negative experiences (e.g., tacit or explicit sexism) or distorting effects (e.g., devaluation of sociocultural skills). Their experiences highlighted areas for further critical investigation: the devaluation of the liberal arts; power dynamics and asymmetries between employers, administrators, and students; and patterns of social relations (e.g., the exercise of gendered power) in labour markets, workplaces, and universities. The article concludes that a rebalancing of economic and sociocultural purposes is needed in co-op, and the scope of critical inquiries into economistic reforms should be extended to include micro-level effects produced through the market-driven processes at the heart of co-op.