Supporting Early Adolescent Learning and Social Strengths: Promoting Productive Contexts for Students At-Risk for EBD during the Transition to Middle School

Autor/inn/en	Farmer, Thomas W.; Hamm, Jill V.; Petrin, Robert A.; Robertson, Dylan; Murray, Robert A.; Meece, Judith L.; Brooks, Debbie Sprott
Titel	Supporting Early Adolescent Learning and Social Strengths: Promoting Productive Contexts for Students At-Risk for EBD during the Transition to Middle School
Quelle	In: Exceptionality, 18 (2010) 2, S.94-106 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
Schlagwörter	Middle Schools; Intervention; At Risk Students; Early Adolescents; Social Environment; Grade 6; Poverty; Program Effectiveness; Peer Influence; Social Attitudes; Environmental Influences; Transitional Programs; Comparative Analysis; Aggression; Bullying; Victims of Crime; Models; Faculty Development; Teacher Role; Middle School Teachers; Rural Areas + Suchen Sie Ihr Suchwort? Middle school; Mittelschule; Mittelstufenschule; Soziales Umfeld; School year 06; 6. Schuljahr; Schuljahr 06; Armut; Social attidude; Soziale Einstellung; Environmental influence; Umwelteinfluss; Mobbing; Victim; Victims; Crime; Opfer; Verbrechen; Analogiemodell; Lehrerrolle; Middle schools; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Rural area; Ländlicher Raum
Abstract	This study involved a pilot examination of the impact of the Supporting Early Adolescent Learning and Social Strengths (SEALS) model on the 6th grade academic and social context following the transition to middle school. Two middle schools from a high poverty Appalachian school district were randomly assigned to the intervention and control condition. Following the SEALS training, students in the intervention school had higher peer norms for academic effort. Also, teachers in the intervention school had sustained levels of positive efficacy for meeting the instructional, behavioral, and social needs of all students while control teachers had a declining trend in their efficacy to meet students' needs across the school year. Further, compared to students in the control school, students in the intervention school with elevated levels of aggression were more likely to associate with academically productive peers and less likely to associate with peers who were identified as bullies or as victims. Implications for future research and for the development of strength-based programs for students at risk of EBD are discussed. (Contains 2 figures and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10