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Direct linkBreahannah Hilaire; Laurie O. Campbell; Glenn W. Lambie; Jamie Stickl Haugen; Caitlin Frawley – Educational Forum, 2024
Shared trauma can contribute to anxiety, fear, sadness, and lack of engagement among learners leading to poor school attendance and diminished positive relationships. Therefore, it is incumbent on schools to design a supportive learning environment during experiences of shared trauma. The descriptive study presented illustrates a supportive…
Descriptors: Trauma, Trauma Informed Approach, Intervention, Attendance
Niu, Cuiping – International Journal of Early Years Education, 2023
In 2001, the Chinese Ministry of Education issued "Guidelines for Preschool Education (GPE) (trial version)" to call on early childhood practitioners to use a child-centred and play-based approach to teaching and learning. In order to implement the requirements, many kindergartens in China have carried out the play-based kindergarten…
Descriptors: Foreign Countries, Play, Teaching Methods, Kindergarten
Moeller, Babette; Rothschild, Karen; Duncan, Teresa; Schoeneberger, Jason – Investigations in Mathematics Learning, 2023
This article reports findings that describe the role that school- and district-based facilitators play in scaling up a published mathematics professional learning program. The study included 12 local facilitators (three teacher leaders and nine staff developers with specialization in mathematics, special education, or English learner education)…
Descriptors: Mathematics Instruction, Facilitators (Individuals), Faculty Development, Program Implementation
Download full textHui Zhao; Pui-Wa Lei; Susan Crandall Hart; James Clyde DiPerna; Xinyue Li – Grantee Submission, 2023
As universal social-emotional learning (SEL) programs have become more common in K-12 schools, implementation practices have been found to affect program quality. However, research examining how multiple facets of program implementation interrelate and impact student outcomes, especially under routine conditions in schools, is still limited. As…
Descriptors: Social Emotional Learning, Program Implementation, Program Effectiveness, Program Evaluation
Nanmathi Manian – National Comprehensive Center, 2021
Addressing the surge in mental health and social and emotional needs of students and staff will be critical in the upcoming years. The increased understanding of the prevalence of adverse childhood experiences (ACEs) and trauma, and their negative effects on the social, emotional, and academic success of students, has propelled a growing number of…
Descriptors: Trauma, Mental Health, Health Needs, Teaching Methods
Ruchti, Wendy P.; Bennett, Cory A.; Dunstan, Michelle – Journal of Interdisciplinary Teacher Leadership, 2018
Teacher leaders are often responsible for providing professional development to improve teacher effectiveness and student learning. Leading professional development for teachers can be highly effective when the focus is on student learning in on-going and relevant contexts. This article describes a school-based, teacher-led collaborative process…
Descriptors: Educational Quality, Faculty Development, Teacher Effectiveness, Educational Environment
Williams, Nathaniel J.; Frederick, Lindsay; Ching, Alix; Mandell, David; Kang-Yi, Christina; Locke, Jill – Autism: The International Journal of Research and Practice, 2021
Schools play a major role in delivering behavioral health services to autistic youth. School culture and climate are strong predictors of the extent to which these services incorporate evidence-based practices; however, little is known about how school leaders shape culture and climate. Drawing on the concept of culture and climate embedding…
Descriptors: Autism, Pervasive Developmental Disorders, School Culture, Educational Environment
Estes, Elizabeth; Davis, Jeff; Shilton, Adrienne; Stoner-Mertz, Christine; Funk, Michael; Eisenberg, Lisa; Weller, Teneh; Knecht, Richard S.; Kelley, Veronica; Kain, Lara; Peck, Jennifer; Rosario, Aleah; Lombardo, Michael; Kimner, Hayin; Jacobs, Melissa; Dickey, Amanda; Epstein, Ken; Aguilar-Gaxiola, Sergio; Alcala, Lupita; Caparas, Ruthie; Coley, Aressa; Justus, Marianne; Willis, Jason; Larsen, Karen – WestEd, 2022
This field guide is a first step by a collaborative of California child-serving education, health, and social service experts and leaders to further California's current efforts toward one effective, integrated, comprehensive, school-based child-serving system. The guide includes guidance for both local education agencies (LEAs) and state leaders,…
Descriptors: Educational Environment, Guides, School Districts, Public Officials
Lamb, Lindsay M. – Online Submission, 2016
This report analyzes the effects of the Social and Emotional Learning (SEL) program on outcomes of interest over time. Data are analyzed based on school longevity in SEL. A separate executive summary also was published. [For the executive summary, see ED626964.]
Descriptors: Social Emotional Learning, Program Implementation, Program Effectiveness, Academic Achievement
Lamb, Lindsay M. – Online Submission, 2016
This executive summary provides highlights from the full report (published separately) that summarizes analyses of the effects of the Social and Emotional Learning (SEL) program on outcomes of interest over time. Data are analyzed based on school longevity in SEL. [For the full report, see ED626963.]
Descriptors: Social Emotional Learning, Program Implementation, Program Effectiveness, Academic Achievement
Augustine, Catherine H.; McCombs, Jennifer Sloan; Pane, John F.; Schwartz, Heather L.; Schweig, Jonathan; McEachin, Andrew; Siler-Evans, Kyle – RAND Corporation, 2016
The National Summer Learning Project, launched by the Wallace Foundation in 2011, includes an assessment of the effectiveness of voluntary, district-led summer learning programs offered at no cost to low-income, urban elementary students. The study, conducted by RAND, uses a randomized controlled trial and other analytic methods to assess the…
Descriptors: Summer Programs, Low Income Students, Urban Education, Achievement Gap
Palmer, Deborah; Henderson, Kathryn; Wall, Dorothy; Zúñiga, Christian E.; Berthelsen, Stefan – Language Policy, 2016
This article documents and interrogates top-down district-wide implementation of a two-way dual language bilingual education (DLBE) program in a large urban district. We carried out a language policy ethnography to explore the way two schools' teams of third grade teachers worked together to negotiate the intersection of DLBE implementation and…
Descriptors: Team Teaching, Language Planning, Teacher Collaboration, Faculty Development
Smith, Kevin G.; Foorman, Barbara R. – Regional Educational Laboratory Southeast, 2015
This guide is designed to facilitate self-studies of planning and implementation of state-required summer reading camp programs for grade 3 students who scored at the lowest level on the state reading assessment. It provides a template for data collection and guiding questions for discussion that may improve instruction and increase the number of…
Descriptors: Summer Programs, Reading Programs, Grade 3, Elementary School Students
Porche, Michelle; Grossman, Jenny; Biro, Nova; MacKay, Nancy; Rivers, Sojourner – Society for Research on Educational Effectiveness, 2014
Research on social and emotional learning (SEL) has largely focused on classroom interventions and student- and classroom-level outcomes. Few studies have examined whole-school and district-level SEL implementations, or how to ensure that SEL programs are implemented effectively and sustained over time. This study examines both process…
Descriptors: Emotional Development, Social Development, Faculty Development, Urban Areas
Lamb, Lindsay M. – Online Submission, 2014
This report for school year 2013-2014 analyzes the effectiveness of AISD's SEL program considering program implementation and cohort. Examinations of program outcomes across cohort suggest the longer schools have participated in SEL, the more positive the outcome.
Descriptors: Social Emotional Learning, School Districts, Program Effectiveness, Program Implementation
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