Do universal social and emotional learning programs for secondary school students enhance the competencies they address? A systematic review     

Marion C. E. van de Sande  Minne Fekkes  Paul L. Kocken  Ren F. W. Diekstra  Ria Reis  Carolien Gravesteijn 《Psychology in the schools》2019,56(10):1545-1567

While universal school‐based social and emotional learning (SEL) programs claim to target various SEL competencies, earlier reviews have not provided a clear overview of the competencies in question. We therefore wished to identify the competencies targeted in SEL programs for secondary school students. We also aimed to examine the effects of these programs on SEL competencies and psychosocial health. The specific SEL competencies directly addressed in the programs' primary learning targets were identified based on the Collaborative for Academic, Social and Emotional Learning (CASEL) framework for SEL. Five bibliographic databases (PubMed, PsychINFO, Education Resources Information Center (ERIC), Applied Science Premier (ASP), and Web of Science) were searched for relevant research papers published between 2014 and 2018. We included 40 studies that investigated 32 programs focusing on two or more SEL competencies. While most programs targeted four or five of the SEL competencies, many of the included studies did not measure the programs' effects on all the competencies targeted. Our results showed that the SEL programs had substantial effects on the SEL competencies they addressed and on psychosocial health. Although the programs focused predominantly on self‐management skills and relationship skills, the largest summary effects were found for self‐awareness and social awareness.  相似文献   

Latent Class Modeling with A Time-To-Event Distal Outcome: A Comparison of One,Two and Three-Step Approaches     

Daniel T. Lythgoe  Marta Garcia-Fiñana  Trevor F. Cox 《Structural equation modeling》2019,26(1):51-65

Latent class methods can be used to identify unobserved subgroups which differ in their observed data. Researchers are often interested in outcomes for the identified subgroups and in some disciplines time-to-event outcome measures are common, e.g., overall survival in oncology. In this study Monte Carlo simulation is used to evaluate the empirical properties of latent class effect estimates on a time-to-event distal outcome using one, two and three-step approaches. Both standard and inclusive bias-corrected three-step approaches are considered. One-step latent class effect estimates are shown to be superior to the evaluated alternatives. Both the two-step approach and a standard three-step approach, where subjects are partially assigned to latent classes, produced unbiased estimates with nominal confidence interval coverage when latent classes were well separated, but not otherwise.

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Institutional Expenditures and Student Engagement: a Role for Financial Resources in Enhancing Student Learning and Development?   总被引：1，自引：0，他引：1  

John?F.?RyanEmail author 《Research in higher education》2005,46(2):235-249

The concept of student engagement is receiving increased attention from researchers, higher education leaders, and the general public in recent years. This increased attention represents a shift from the more traditional resource and reputation model of academic quality to a model that emphasizes institutional best practices and student experiences that enhance student learning and development. At the same time, institutions face rising operating costs and the public faces rising costs of attendance. However, relatively little effort has been made to explore the potential relationship between these two important research and policy areas. This study examined the relationship between institutional expenditures and student engagement based on data from 142 colleges and universities. The results of an OLS multiple regression model, including a factor for student engagement as the dependent variable, suggest that administrative expenditures are negatively related to student engagement. These results support further exploration of potential complex causal links between expenditures and engagement and may provide support for initiatives to reverse historical trends and adjust institutional spending.I would like to thank Ms. Cathy Statham for assistance in obtaining data for this study.  相似文献   

明星与政治     

Kevin F. Sherry 《海外英语》2003,(9):7

Bono vs.Pretty Much Eyerything博诺vs .几乎每件事Bono befriends O’Neill and Ghana President JohnKufuor. His Case:You name it,he’s trying to fix it:hunger,education,health care,orphans,whatever makes peopleunhappy;lately,he's pushing debt relief for the ThirdWorld nations and stopping the spread of AIDS in Africa.  相似文献   

Some practical limits of curriculum vocationalization as a remedy to school leavers' unemployment: Focus on Malawi     

F. G. W. Msiska 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1994,40(2):135-148

The article argues, in relation to Malawi, that curriculum vocationalization of general academic education as a ploy for solving school leavers' unemployment seems more of a myth than a practical reality. In that vocational education costs twice as much as general education, and bearing in mind that there are a number of partially or indeed unmet basic human needs, Malawi may not have enough resources to effectively vocationalize given her relative poverty. And even if there were enough resources, emerging evidence suggests that schools can prepare their pupils for the labour market only to a limited degree because of the variety and frequent changes of occupations. Accordingly, the paper concludes that vocational training should be left to specialist institutions outside general education, and should be employment-based as far as possible.

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Zusammenfassung Der Artikel argumentiert, daß in Bezug auf Malawi die berufliche Orientierung des Curriculums der allgemeinen akademischen Bildung als Lösung für die Arbeitslosigkeit von Schulabgängern eher einen Mythos als eine praktische Realität darstellt. Darin kostet Berufsbildung doppelt soviel wie die allgemeine Bildung, und wenn man bedenkt, daß es eine ganze Reihe von teilweise oder überhaupt nicht erfüllten menschlichen Grundbedürfnissen gibt, könnten die Ressourcen Malawis nicht ausreichend sein, um dem Curriculum in Anbetracht der relativen Armut wirkungsvoll einen beruflichen Schwerpunkt zu verleihen. Selbst wenn es genügend Ressourcen gäbe, gibt es neuerdings Anzeichen dafür, daß die Schule ihre Schüler auf Grund der Vielfalt und häufigen Veränderungen der Berufszweige nur bedingt auf den Arbeitsmarkt vorbereiten kann. Dementsprechend schließt der Artikel mit dem Argument, daß berufliche Fortbildung speziellen Einrichtungen außerhalb der allgemeinen Bildung überlassen und so weit wie möglich berufsorientiert sein sollte.

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Résumé L'article suggère, sur l'exemple du Malawi, qu'une orientation professionnelle des curriculums dans l'éducation générale supérieure en tant que moyen pour résoudre le chômage des professionnels débutants est davantage un mythe qu'une réalité pratique. Dans la mesure où la formation professionnelle coûte deux fois plus que la formation générale, et sans oublier que trop de besoins fondamentaux ne sont que partiellement ou nullement satisfaits, les ressources du Malawi pourraient être insuffisantes en regard à sa relative pauvreté pour donner avec efficacité un accent professionnel à son système éducatif. Supposant même qu'il en serait le cas, les faits démontrent que les écoles ne peuvent préparer leurs élèves que de façon limitée au marché du travail, en raison de la diversité des formations et du changement fréquent d'activité. L'article conclut donc par l'assertion que la formation professionnelle devrait être confiée à des institutions spécialisées distinctes de celles de la formation générale, et réalisée autant que possible dans les entreprises.

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Accounting for Model Uncertainty in the Prediction of University Graduation Rates     

Cullen F. Goenner  Sean M. Snaith 《Research in higher education》2004,45(1):25-41

Empirical analysis requires researchers to choose which variables to use as controls in their models. Theory should dictate this choice, yet often in social science there are several theories that may suggest the inclusion or exclusion of certain variables as controls. The result of this is that researchers may use different variables in their models and come to disparate conclusions with respect to predicted effects and their statistical significance. In such cases one is uncertain of which particular set of regressors forms the model that represents the data. The approach used below accounts for uncertainty in variable selection by using Bayesian model averaging (BMA). Accounting for uncertainty, we demonstrate that BMA provides better out-of-sample prediction for university graduation rates than results based on alternative variable selection methods.  相似文献   

Examining the Relationship Between Parental Involvement and Student Motivation   总被引：1，自引：0，他引：1  

Alyssa?R.?Gonzalez-DeHassEmail author  Patricia?P.?Willems  Marie?F.?Doan?Holbein 《Educational Psychology Review》2005,17(2):99-123

Parent involvement has a sound research base attesting to the many potential benefits it can offer in education. However, student motivation as an academic outcome of parental involvement has only recently been investigated. The purpose of this article is to show how parent involvement is related to students motivation. Studies of students from the elementary school to high school show a beneficial relationship between parental involvement and the following motivational constructs: school engagement, intrinsic/extrinsic motivation, perceived competence, perceived control, self-regulation, mastery goal orientation, and motivation to read. From the synthesis of the parent involvement and motivation literature, we offer potential explanations for their relationship. Directions for areas of continued research are also presented.  相似文献   

DIAGNOSING AND TREATING THE PROBLEMS OF ABLE MALADJUSTED CHILDREN     

Ludwing F. Lowcnstcin 《High Ability Studies》1993,4(2):142-152

Current research demonstrates that maladjusted children can be treated successfully if skilled and timely help is brought to bear on their needs. The methods used to assist in this programme of rehabilitation and sometimes prevention of maladjustment are delineated in the paper. Of the 100 children treated to date, 90% achieved higher levels of performance in school and later in society and, most especially, vocationally. Of the 100 able children who acted as a control group, only 20% achieved such success. Many became maladjusted adults and in some areas also suffered from difficulties with personal relationships, including a lack of success in their marriage and in parenting.  相似文献   

An alternative organizational model for early childhood distance education programs     

Margaret F. Harley 《Distance Education》1985,6(2):158-168

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Distributional effects of educational improvements: Are we using the wrong model?     

Franois Bourguignon  F. Halsey Rogers 《Economics of Education Review》2007,26(6):735

Measuring the incidence of public spending in education requires an intergenerational framework distinguishing between what current and future generations—that is, parents and children—give and receive. In standard distributional incidence analysis, households are assumed to receive a benefit equal to what is spent on their children enrolled in the public schooling system and, implicitly, to pay a fee proportional to their income. We show that, in an intergenerational framework, this is equivalent to assuming perfectly altruistic individuals, in the sense of the dynastic model, and perfect capital markets. But in practice, credit markets are imperfect and poor households cannot borrow against the future income of their children. We show that under such circumstances, standard distributional incidence analysis may greatly over-estimate the progressivity of public spending in education: educational improvements that are progressive in the long-run steady state may actually be regressive for the current generation of poor adults. This is especially true where service delivery in education is highly inefficient—as it is in poor districts of many developing countries—so that the educational benefits received are relatively low in comparison with the cost of public spending. Our results have implications for both policy measures and analytical approaches.  相似文献