41 Teachers, 41 Different Ways: Exploring Teacher Implementation of a Universal Social- Emotional Learning Program under Routine Conditions

Autor/inn/en	Neugebauer, Sabina Rak; Sandilos, Lia; DiPerna, James; Hunter, Leah; Hart, Susan Crandall; Ellis, Emmaline
Titel	41 Teachers, 41 Different Ways: Exploring Teacher Implementation of a Universal Social- Emotional Learning Program under Routine Conditions
Quelle	(2023), (60 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Neugebauer, Sabina Rak) ORCID (Sandilos, Lia) ORCID (DiPerna, James) ORCID (Hunter, Leah) ORCID (Hart, Susan Crandall) ORCID (Ellis, Emmaline) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Social Emotional Learning; Intervention; Elementary School Teachers; Teacher Attitudes; Incidence; Educational Quality; Educational Change; Pedagogical Content Knowledge; Knowledge Base for Teaching; Fidelity; Expertise; Student Characteristics; Student Interests; Decision Making; Program Evaluation; Grade 1; Grade 2; Classroom Techniques; Student Behavior; Classroom Environment; Lesson Plans; Family School Relationship; Multimedia Instruction; Elementary School Students; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Vorkommen; Quality of education; Bildungsqualität; Bildungsreform; Pädagogische Kompetenz; Teaching theory; Theory of teaching; Unterrichtstheorie; Expert appraisal; Studieninteresse; Decision-making; Entscheidungsfindung; Programme evaluation; Programmevaluation; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Klassenführung; Student behaviour; Schülerverhalten; Klassenklima; Unterrichtsklima; Lesson planning; Unterrichtsplanung; Multimediales Lernen
Abstract	Schools are increasingly adopting universal social-emotional learning (SEL) programs to support students' prosocial development and academic success. When adopted across contexts and student populations, SEL interventions can be implemented in different ways particularly under typical classroom conditions that are not part of research efficacy trials. This study, situated across 13 elementary schools, examined 41 primary teachers' use of a popular universal SEL program with their 811 students, with attention to the prevalence and nature of teachers' program changes to standard program practices. In addition, this study explored whether and how teachers' changes were associated with instructional quality more broadly. Results from 221 lesson observations revealed that teachers' instructional expertise in areas closely aligned with the program's target intervention skills was positively associated with higher levels of program fidelity. Expertise was also related to program changes that honored students' outside of school experiences, supported moment-to-moment decision making, and centered on students' interests. [This paper will be published in "Elementary School Journal."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01