Promoting Teachers' Social and Emotional Competence: A Replication Study of the Cultivating Awareness and Resilience in Education (CARE) Program

Autor/inn/en	Jennings, Patricia A.; Brown, Joshua L.; Frank, Jennifer; Tanler, Regin; Doyle, Sebrina; Rasheed, Damira; DeWeese, Anna; Greenberg, Mark
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Promoting Teachers' Social and Emotional Competence: A Replication Study of the Cultivating Awareness and Resilience in Education (CARE) Program
Quelle	(2014), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Urban Areas; Poverty; Prosocial Behavior; Interpersonal Competence; Teacher Behavior; Well Being; Teacher Student Relationship; Classroom Techniques; Social Development; Emotional Development; Program Effectiveness; Teaching Skills; Classroom Environment; Faculty Development; Resilience (Psychology); Stress Management; Elementary School Teachers; Self Contained Classrooms; Randomized Controlled Trials; Comparative Analysis; Pretests Posttests; Questionnaires; Depression (Psychology); Check Lists; Burnout; Measures (Individuals); Self Efficacy; Teacher Burnout; Maslach Burnout Inventory + Suchen Sie Ihr Suchwort? Urban area; Stadtregion; Armut; Interpersonale Kompetenz; Teacher behaviour; Lehrerverhalten; Well-being; Wellness; Wohlbefinden; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenführung; Soziale Entwicklung; Gefühlsbildung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Klassenklima; Unterrichtsklima; Stressmanagement; Stressbewältigung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fragebogen; Checkliste; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Messdaten; Self-efficacy; Selbstwirksamkeit; Burnout
Abstract	The present study, which takes place in a high-poverty section of a large urban area of the northeastern United States, is based upon the prosocial classroom theoretical model that emphasizes the significance of teachers' social and emotional competence (SEC) and well-being in the development and maintenance of supportive teacher-student relationships, effective classroom management, and social and emotional learning (SEL) program effectiveness. These factors, as well as teachers' classroom management and instructional skills contribute to creating a classroom climate that is conducive to learning and that promotes positive developmental behavioral and academic outcomes among students. Cultivating Awareness and Resilience in Education (CARE) is a mindfulness-based professional development program designed to reduce stress, promote SEC and improve teachers' performance and classroom learning environments. From 8 elementary schools the authors recruited and consented 55 teachers (90.2% female, mean age = 39.41). They had relatively low attrition (7.2%) which was largely balanced across treatment and control conditions, resulting in a diverse sample of 51 teachers (53% white). All were regular lead teachers working in a self-contained classroom setting. The results reported here are from an IES-funded 4-year efficacy and replication study of CARE. The data are from the teacher self-report collected from the first year cohort of the cluster randomized controlled trial. After the teachers completed self-reports they were randomly assigned within schools to receive the CARE intervention or to a wait-list control group. After the treatment group received the CARE program, the same self-report battery was administered to both groups. A figure is 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