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1.
Hannelore Reicher 《International Journal of Inclusive Education》2013,17(3):213-246
This article focuses on conceptual and empirical issues related to the links between social and emotional learning (SEL) and inclusive education. SEL can be defined as the process of socialisation and education related to personal, interpersonal and problem‐solving skills and competencies. This process takes place in formal and informal settings and is influenced by a complex interplay of individual, situational and cultural factors. Beside a person‐centred focus, effective SEL interventions are provided within supportive learning environments and are directed at enhancing the social–emotional environmental factors that influence learning. Underlying theories and models related to SEL are reviewed, completed by empirical data stemming from prevention science, and developmental psychology. The role of SEL will be investigated with respect to children with emotional–behavioural difficulties and their social and cultural context. Finally, the multifaceted role of SEL and its preventive potential in inclusive school settings through modifications of input and content, teaching strategies and processes, as well as the improvement of learning environments are outlined. 相似文献
2.
Huda Felimban Elizabeth A. Nowicki Lynn Dare Jason Brown 《British Journal of Special Education》2016,43(4):394-415
In this comparative study, students from inclusive schools in Canada and Saudi Arabia shared their beliefs about factors associated with learning difficulties. Qualitative data were collected through interviews with 36 Canadian and 62 Saudi elementary students in Grades 5 and 6. Thematic analysis uncovered six themes: lack of knowledge, achievement or academic skills; cognitive and social‐emotional barriers; lack of attention and/or motivation and behavioural issues; home and parental concerns; teacher‐related issues; and physical/sensory disabilities and innate conditions. Although participants from both countries had a general understanding of the factors associated with learning difficulties, Canadian students showed a deeper understanding of cognitive and social‐emotional factors associated with learning difficulties. Educational and research implications are discussed. 相似文献
3.
This article provides an overview of the literature on relational aggression of school‐aged children and adolescents, with the specific aim of making this information relevant to school settings and education professionals. Relational aggression is discussed in terms of definitions, terms, and the importance of the school context. The literature on gender and familial influences as they relate to relational aggression is overviewed. Assessment methods for detecting relational aggression in children and adolescents are described, with an emphasis on measurement techniques most viable for capturing this sometimes‐elusive construct. We conclude with a discussion of proposed best practices in school settings for effectively preventing and responding to incidents of relational aggression within the context of social and emotional learning interventions and positive behavioral interventions and supports. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 345–360, 2006. 相似文献
4.
Jacqueline P. Leighton 《Journal of Educational Measurement》2019,56(4):793-814
If K‐12 students are to be fully integrated as active participants in their own learning, understanding how they interpret formative assessment feedback is needed. The objective of this article is to advance three claims about why teachers and assessment scholars/specialists may have little understanding of students’ interpretation of formative assessment feedback. The three claims are as follows. First, there is little systematic research of K‐12 students’ interpretations of feedback. Systematic research requires gathering substantive evidence of students’ cognitive and emotional processes using psychological methods and tools. Second, there is an overemphasis on the external assessment process at the expense of uncovering learners’ internal reasoning and emotional processes. This overemphasis may be due to vestiges of behavioral approaches and lack of training in social cognitive methods. Third, there are psychological tools such as the clinical interview, pioneered by Piaget and used by psychologists to “enter the child's mind,” which may be helpful in uncovering students’ interpretation of feedback and associated behavioral responses. If the purpose of formative assessment is to change student learning, and feedback is delivered as a conduit to help with this long‐term change, understanding students’ interpretation of feedback plays a central role in the validity of the process. 相似文献
5.
Oliver W. Edwards 《Educational Psychology in Practice》2009,25(3):259-270
The prison population has increased substantially in countries around the world and significant numbers of these prisoners are parents. Children of prisoners experience separation from the imprisoned parent. The separation and precursors to the separation often diminish these children's social‐emotional and educational well‐being. In this paper, the social‐emotional and educational functioning of children of prisoners is examined. Additionally, choice theory is described as a relevant theoretical teaching and learning model to facilitate the children's school‐related functioning. 相似文献
6.
Leah J. Hunter Karen L. Bierman Cristin M. Hall 《Early education and development》2018,29(8):1081-1094
Research Findings: Head Start teachers completed brief rating scales measuring the social–emotional competence and approaches to learning of preschool children (total N = 164; 14% Hispanic American, 30% African American, 56% Caucasian; 56% girls). Head Start lead and assistant teacher ratings on both scales demonstrated strong internal consistency and moderate interrater reliability. When examined longitudinally, preschool teacher–rated approaches to learning made unique contributions to the prediction of kindergarten and 1st-grade academic outcomes, need for supplemental services, and grade retention, even after we accounted for preschool academic skills. In contrast, preschool teacher–rated social–emotional competence made unique contributions to the prediction of reduced behavior problems and peer difficulties in kindergarten and 1st grade. Practice or Policy: The findings demonstrate that preschool teachers are able to provide distinct and reliable ratings of child social–emotional competence and approaches to learning using brief rating scales, with validity for predicting elementary school adjustment. 相似文献
7.
Greta L. Doctoroff Paige H. Fisher Bethany M. Burrows Maria Tsepilovan Edman 《Psychology in the schools》2016,53(4):390-403
This cross‐sectional study examined the relationship between interest, social–emotional skills, and early math skills in preschool children. Math‐specific interest and global interest in learning were measured using teacher report and a play‐based observation task. Math skills were assessed with a test of math achievement, and social–emotional skills were assessed using a teacher‐report measure. Children with higher global interest in learning, math‐specific interest, and observed goal‐directed play demonstrated higher math skills. Furthermore, social‐emotional skills were associated with global interest in learning and math skills, but not with math‐specific interest. Overall, findings support the relevance of interest and social‐emotional skills for school readiness in young children. 相似文献
8.
Data from the Early Childhood Longitudinal Study, Kindergarten Cohort were used to examine the extent to which early parenting predicted African American children's kindergarten social–emotional functioning. Teachers rated children's classroom social–emotional functioning in four areas (i.e., approaches to learning, self‐control, interpersonal skills, and externalizing behaviors). Mothers completed self‐report questionnaires assessing their home‐based parenting practices (i.e., warmth and home learning stimulation). Hierarchical regression analyses revealed that mothers who engaged in more frequent home learning stimulation (e.g., shared book reading) had children with more positive teacher ratings of approaches to learning, self‐control, interpersonal skills, and fewer externalizing behaviors. Notably, demographic characteristics also contributed to children's social–emotional functioning. Specifically, African American girls from more affluent, two‐parent homes with highly educated mothers had the most positive ratings of classroom social–emotional functioning across all four dimensions. 相似文献
9.
Measuring child maltreatment in the United Kingdom: a study of the prevalence of child abuse and neglect 总被引：3，自引：0，他引：3
OBJECTIVE: To provide reliable measures of the prevalence of all forms of child maltreatment in the UK that will be robust in the context of social and cultural differences due to social class, ethnicity and, region. METHODS: Two thousand eight hundred sixty-nine (2,869) young adults aged 18=-24, obtained by random probability sampling throughout the UK, were interviewed face to face by trained interviewers. Maltreatment was defined using a post hoc assessment of a range of experienced behaviors and treatments while the respondents were aged 16 or under. RESULTS: Over 90% of respondents reported that they came from a warm and loving family background. Maltreatment (both intra and extrafamilial) was experienced by 16% of the sample. Serious maltreatment was experienced by 7% of respondents for physical abuse, 6% for emotional abuse, 6% for absence of care, and 5% for absence of supervision, and 11% reported sexual abuse involving contact. Attitudes to maltreatment were explored through the examination of respondents' views of different behaviors and experiences that children may have been exposed to. CONCLUSION: The maltreatment of children in the UK today remains an extensive social problem. Prevalence data reveal that children are most at risk in the home for physical and emotional abuse and neglect. They are at greater risk of sexual abuse outside the home, particularly in dating relationships. 相似文献
10.
STEM教学已经成为跨学科教育的主流,然而目前我国针对学生STEM课堂情绪的研究主要以问卷调查等定量研究为主,质性研究较少。问卷调查作为一种课后的检测手段,降低了对学生直观情绪变化探究的真实性。而且情绪虽然通过个人表达,但它作用于日常社会交互并被社会交互所影响。描述微观社会环境中社会互动结果的情感能量(Emotional Energy),可以反映个体或集体在进行成功的社会交互后的情感体验,有助于人们从社会学视角分析情绪与认知间的相互作用。基于情感能量模型,采用民族志观察法,对某乐高课堂中的学生情绪状态进行分析后发现:(1)在STEM课程中情感能量有戏剧性和非戏剧性的波动,这种情绪能量体验会随着课程的深入而发生变化;(2)学生的情感能量与其课堂表现紧密相关;(3)高强度的小组情感能量更有助于科学知识的理解;(4)将情感注入STEM学习会增强学生的学习兴趣。因此,教师在STEM教学中要注意学生课堂情绪的调节,采取一定的教学支持或干预措施激励学生探究和小组合作,提升STEM教学质量。 相似文献
11.
There is little doubt of the educational and social merits of developing children and young people's social and emotional capabilities. But there lacks consensus on what these capabilities are; what should be assessed or shown to have developed over time; and the most appropriate methods for doing this. Through the conceptual framework of ‘social and emotional dispositions and skills’ (SEDS), and based on research in Wales, we present the argument for an alternative assessment methodology designed to challenge dominant discourses in the field and present a ‘minoritarian’ perspective of children and young people's social and emotional learning. The intention of this paper is to present a rationale for the co‐construction of an understanding of the concept of SEDS and engage in critical debate with researchers and practitioners from a wide range of services for children and young people. 相似文献
12.
Ursula McMorrow 《Irish Educational Studies》2013,32(3):321-335
In responding to globalisation, Irish curricula advocate active learning and cooperative groupwork methods in second-level schools but there are many difficulties in implementing them. This paper explores the experiences and perspectives of teachers, students, principals and university teacher educators and is based on a recent qualitative study. All respondents reported that there are major constraints to the use of these methods. Implementation of active learning methods requires an exploration, within a context of continuous professional development, of teacher values and motivation, of goals and contrasting paradigms in education, and of ways of building democratic structures and relationships within schools. 相似文献
13.
Ria Verleur Ard Heuvelman Pløn W. Verhagen 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(4):573-582
Audiovisual design might impact emotional responses, as studies from the 1970s and 1980s on movie and television content show. Given today's abundant presence of web‐based videos, this study investigates whether audiovisual design will impact web‐video content in a similar way. The study is motivated by the potential influence of video‐evoked emotional responses to related activities in a web‐based learning environment. To examine this, a video scene was designed that follows the concept of an educational trigger video. A trigger video aims to evoking affective responses in viewers with respect to a social problem situation. An experiment was conducted that explored whether the manipulation of two audiovisual design variables—shot length and camera height—of a web trigger video affects how the problem situation and the characters are perceived. The results showed that audiovisual design did impact these video‐related tasks. 相似文献
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Petri Nokelainen Miikka Miettinen Jaakko Kurhila Patrik Floréen Henry Tirri 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(5):757-770
A shared document‐based annotation tool was presented, and its usefulness in two different real‐life web‐based university‐level courses (adult learners, n= 27 and adolescent learners, n= 23) was empirically investigated. The study design embodied three data collection phases: (1) a pretest measuring self‐rated motivation, learning strategies, and social ability; (2) log file data analysis showing actual use of the system features; and (3) a posttest in a form of an email survey. For both groups, the results showed that the level of motivation has a positive effect on activity in the system and the final grade. The learners, who reported to have good time‐management strategies, were the most active users of the system. The level of social ability predicted both the number of consecutive comments in the documents and the threads in document‐related newsgroup discussions. Log file data analysis showed that user activity in the system was positively related to the final grade in both samples. Results of the posttest showed that all the respondents agreed when asked: (1) if the system brought added value to the learning process; (2) if the use of the system changed their studying habits favourably; and (3) if they would like to use the system in other courses. 相似文献
16.
Kathryn Ecclestone 《教育政策杂志》2013,28(4):455-470
Developing people’s emotional well‐being and emotional engagement are official aims in social policy. A growing number of initiatives respond to diverse, often contradictory public, political and professional concerns about individuals’ emotional needs. These concerns are a powerful discourse in ‘personalised learning’. The article contributes to debates in critical policy research. It evaluates the subtle ways in which policy initiatives to develop emotional well‐being and encourage emotional engagement with public services resonate with images of the ‘diminished self’ emerging in broader cultural discourses. Critical evaluation is necessary in order for researchers and educators committed to social justice to challenge the influential idea that emotional well‐being should be a prominent educational goal and to resist the diminished images of human potential that underlie it. 相似文献
17.
《Early childhood research quarterly》2005,20(3):259-275
The study examined the unique relationship between multiple dimensions of classroom behavioral adjustment problems and salient social–emotional competencies for urban Head Start children. These relationships were investigated using a hierarchical model that controlled for the variance in social–emotional outcomes attributed to age, gender, and verbal ability. Classroom behavioral adjustment problems were assessed early in the year by the Adjustment Scales for Preschool Intervention (ASPI) across multiple, routine preschool classroom situations. Outcomes assessed at the end of the year included emotion regulation, peer play in the home and neighborhood context, and approaches to learning. Socially negative behavior in the classroom predicted emotional lability, maladaptive learning behaviors, and disruptive social play in the home at the end of the year. Withdrawn behavior uniquely predicted lower affective engagement in the classroom and disconnection from peers in the home context. Findings provide predictive validity for the ASPI. Implications for policy, practice and future research are discussed. 相似文献
18.
Nearly one in four students residing in the United States is from an immigrant family and these children's school readiness is related to their parent's nativity and other sociodemographic characteristics. Social‐emotional skills are an important conduit for academic development, yet these relations have not been explored for children from immigrant families. This study utilized the Early Childhood Longitudinal Study—Kindergarten Class of 2010–2011, a nationally representative sample of 13,400 students in the United States, to compare the social‐emotional development of kindergarten students from immigrant and nonimmigrant families, and to determine the relations of social‐emotional functioning to kindergarten achievement. Results indicate elevated social‐emotional functioning among children from immigrant families, particularly those who emigrated immigrated from Mexico, compared with children of U.S.‐born parents. Parent nativity predicted reading achievement, but not mathematics performance, even when controlling for sociodemographic factors and social‐emotional skills. This study suggests an immigrant advantage in early social‐emotional development. Implications for research and practice are discussed. 相似文献
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P. G. Simos R. L. Billingsley‐Marshall S. Sarkari E. Pataraia A. C. Papanicolaou 《Learning disabilities research & practice》2005,20(1):31-38
This article briefly outlines key issues related to the neurological substrate of basic language and reading functions in native speakers of Indo‐European and Oriental Languages, and in individuals who are competent in more than one language. Modern neuroimaging techniques have been used in order to address conflicting results produced by older, less flexible methods. When issues of validity and reliability of brain activation protocols are systematically addressed, converging results across methods can be obtained. Only then can neuroimaging findings provide useful data and inform education policy regarding formal language learning and reading instruction and remediation. These are steps that can ensure that we can bring the technology and approaches to bear on the problems of learning disabilities in a focused and productive way. 相似文献