Context Matters for Social-Emotional Learning: Examining Variation in Program Impact by Dimensions of School Climate |
| |
Authors: | Meghan P. McCormick Elise Cappella Erin E. O’Connor Sandee G. McClowry |
| |
Affiliation: | 1. MDRC, 16 East 34th St., New York, NY, 10016, USA 2. Department of Applied Psychology, New York University, New York, NY, USA 3. Department of Teaching and Learning, New York University, New York, NY, USA
|
| |
Abstract: | This paper examines whether three dimensions of school climate—leadership, accountability, and safety/respect—moderated the impacts of the INSIGHTS program on students’ social‐emotional, behavioral, and academic outcomes. Twenty‐two urban schools and N = 435 low‐income racial/ethnic minority students were enrolled in the study and received intervention services across the course of 2 years, in both kindergarten and first grade. Intervention effects on math and reading achievement were larger for students enrolled in schools with lower overall levels of leadership, accountability, and safety/respect at baseline. Program impacts on disruptive behaviors were greater in schools with lower levels of accountability at baseline; impacts on sustained attention were greater in schools with lower levels of safety/respect at baseline. Implications for Social‐Emotional Learning program implementation, replication, and scale‐up are discussed. |
| |
Keywords: | Social-emotional learning Academic achievement School climate School context |
本文献已被 SpringerLink 等数据库收录! |
|