Testing Causal Impacts of a School-Based SEL Intervention Using Instrumental Variable Techniques

Autor/inn/en	Torrente, Catalina; Nathanson, Lori; Rivers, Susan; Brackett, Marc
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Testing Causal Impacts of a School-Based SEL Intervention Using Instrumental Variable Techniques
Quelle	(2015), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Children; Social Development; Emotional Development; Elementary School Students; Middle School Students; Interpersonal Competence; Outcomes of Education; Intervention; Child Development; Catholic Schools; Psychological Patterns; Social Support Groups; Structural Equation Models; Causal Models; Professional Development; New York + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Soziale Entwicklung; Gefühlsbildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Interpersonale Kompetenz; Lernleistung; Schulerfolg; Kindesentwicklung; Katholische Schule; Social support; Soziale Unterstützung; Kausalanalyse
Abstract	Children's social-emotional skills, such as conflict resolution and emotion regulation, have been linked to a number of highly regarded academic and social outcomes. The current study presents preliminary results from a causal test of the theory of change of RULER, a universal school-based approach to social and emotional learning (SEL). Specifically, the authors examine RULER impacts on the quality of classroom climates, the hypothesized setting-level mediating mechanism linking RULER to improved student outcomes. These analyses will provide a more precise understanding of the pathways through which RULER, a specific SEL program, contributes to children's positive development, and will also expand our understanding of the intervening mechanisms underlying effective educational interventions more generally. Data for this study come from the first randomized control trial (RCT) of The RULER Approach. The RCT took place in 62 primary schools in the Roman Catholic Diocese of Brooklyn in Brooklyn and Queens, NY. The effective sample for these analyses includes 24 classrooms (12 in each treatment condition) nested in 19 schools. At baseline, schools in the full sample ranged in size from 178 to 656 students (M = 325.92, SD = 97.06), and the number of students per teacher ranged from 17 to 35. First stage results from the instrumental variable analysis show significant intervention impacts on classroom emotional support after one year of intervention (b = 0.35, p < 0.05). Second stage results confirm that emotional support after a year of implementation has a marginally significant causal impact on classroom organization. Unexpectedly, emotional support does not have a statistically significant causal impact on instructional support. Tables are appended. (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01