Can We Measure Classroom Supports for Social-Emotional Learning?

Autor/inn/en	Meyer, Robert; Pier, Libby; Mader, Jordan; Christian, Michal; Rice, Andrew; Loeb, Susanna; Fricke, Hans; Hough, Heather
Institution	Stanford University, Policy Analysis for California Education (PACE)
Titel	Can We Measure Classroom Supports for Social-Emotional Learning?
Quelle	(2019), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Social Development; Emotional Development; Correlation; Language Arts; Mathematics Achievement; Academic Achievement; Teacher Influence; Skill Development; Grade 5; Elementary School Students; Self Efficacy; Self Management; Perspective Taking; Cultural Awareness; Social Attitudes; Models; California + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Korrelation; Sprachkultur; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulleistung; Kompetenzentwicklung; Qualifikationsentwicklung; School year 05; 5. Schuljahr; Schuljahr 05; Self-efficacy; Selbstwirksamkeit; Selbstmanagement; Zukunftsperspektive; Cultural identity; Kulturelle Identität; Social attidude; Soziale Einstellung; Analogiemodell; Kalifornien
Abstract	This brief applies value-added models to student surveys in the CORE Districts to explore whether social-emotional learning (SEL) surveys can be used to measure effective classroom-level supports for SEL. The authors find that classrooms differ in their effect on students' growth in self-reported SEL--even after accounting for school-level effects. Results suggest that classroom-level effects within schools may be larger than school-level effects. However, the low explanatory power of the SEL models means it is unclear that these are causal effects that have appropriately controlled for student-level characteristics. Finally, there are generally low correlations between classroom-level growth in SEL and classroom-level growth in English language arts (ELA) or math, suggesting the SEL measures may capture growth not measured by academic test scores. Although results are preliminary, they indicate there might be measurable student growth in SEL impacted by the environment of classrooms within schools. [For the full working paper, see "Can We Measure Classroom Supports for Social-Emotional Learning? Applying Value-Added Models to Student Surveys in the CORE Districts. Working Paper" (ED600451).] (As Provided).
Anmerkungen	Policy Analysis for California Education, PACE. 520 Galvez Mall, CERAS Room 401, Stanford, CA 94305-3001. Tel: 650-724-2832; Fax: 510-642-9148; e-mail: info@edpolicyinca.org; Web site: http://www.edpolicyinca.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01