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Harpaz, Gal; Grinshtain, Yael – Education and Urban Society, 2020
In light of the backdrop of change processes within the education system in recent years, including the enlarging of school boundaries and parents' increasing involvement in school life, this study aspired to understand how parents perceive parent--teacher relations alongside their self-efficacy as influencing their help-seeking from teachers in…
Descriptors: Foreign Countries, Parent Teacher Cooperation, Self Efficacy, Help Seeking
Ginns, Diana S.; Moulton, Sara E.; Castillo, Jose M.; Jenkins, Andrew S.; Hodnett, Jennifer M. – Psychology in the Schools, 2020
Using data from a national survey of school psychologists we investigated (a) the extent to which school psychologists supported students' social-emotional and behavioral well-being using data and evidence-based practices programming, (b) how facilitators and barriers impacted school psychologists' service delivery in these areas, and (c) how…
Descriptors: School Psychologists, Barriers, Social Development, Emotional Development
France, Emily; Billington, Kate – Educational Psychology in Practice, 2020
This study was interested in the views of Emotional Literacy Support Assistants (ELSAs) in one English county. Support staff from ten schools experienced 7 days of ELSA training over one academic year and attended four supervision sessions led by educational psychologists over the subsequent 12 months. Five ELSAs were interviewed about their views…
Descriptors: Foreign Countries, Supervision, Emotional Development, Social Development
Jarrah, Hani Yousef – Education 3-13, 2020
This study aims at identifying the nature of the practice of primary school teachers in Abu Dhabi for some educational-learning strategies. The sample of the study consisted of (200) teachers who were selected based on simple random sampling according to the study variables. The results of the study showed that the reality of practicing primary…
Descriptors: Foreign Countries, Elementary School Teachers, Educational Practices, Learning Strategies
Muñiz, Raquel – Journal of Educational Leadership and Policy Studies, 2020
This article examines how Upward Bound (UB) program leaders promote socioemotional learning (SEL) opportunities to further the social justice of federal policy aims. I examine five program leaders' efforts through a policy implementation framework, focusing on their capabilities. Results show that the program leaders' capabilities--values,…
Descriptors: Social Justice, Social Development, Emotional Development, Program Effectiveness
McConnell, Christy; Conrad, Bradley; Uhrmacher, P. Bruce – Teachers College Press, 2020
When teachers and students are both engaged in the educational enterprise, every day has the potential to be transformative. "Lesson Planning with Purpose" takes readers on a journey through many pathways to engaging and meaningful educational experiences. The text first discusses "perceptive teaching:" the belief that teachers…
Descriptors: Lesson Plans, Planning, Teacher Characteristics, Classroom Environment
Jeffery McManus; Mico Rudasingwa; Ewoud Nijhof; Kenna Mokobi; Serigne Fallou Deme; James Kiawoin; Felipe Acero Garay; Leah Mwai; Cassandre Pignon – Education Economics, 2025
Children in Liberia receive 2.2 learning-adjusted years of schooling, one of the lowest levels of educational attainment in the world. We study one approach to address low enrollment and low rates of learning: a 10-month accelerated learning program run by the Luminos Fund to help out-of-school children catch up to grade level. We conducted a…
Descriptors: Outcomes of Education, Out of School Youth, Acceleration (Education), Educational Attainment
Herman, Keith C.; Reinke, Wendy M.; Thompson, Aaron M.; Huang, Francis; Owens, Sarah – School Psychology, 2023
The Early Identification System (EIS) was developed to overcome many of the usability challenges of school-based behavior screeners. Several prior studies have documented the technical adequacy of the EIS. The present study expanded this work by examining the use, relevance, values implications, and social consequence of EIS implementation in a…
Descriptors: Elementary Secondary Education, Behavior Standards, Screening Tests, Usability
Ha, Cheyeon – Cambridge Journal of Education, 2023
This study aims to underline the importance of school-based social-emotional learning (SEL) by exploring the relationship between self-regulated learning (SRL) strategies and science achievement with a moderator of students' emotional skills. In previous studies, SEL scholars have paid attention to explaining the complicated relationships among…
Descriptors: Elementary Education, Grade 6, Foreign Countries, Social Emotional Learning
Kotaman, Hüseyin – Early Child Development and Care, 2023
The purpose of this study was to test long-term impact of in-service emotional education on early childhood teachers' emotional skills, burnout level and their children's academic achievement and socio-emotional development. A total of 34 teachers, 13 as the treatment group and 21 as the control group, participated in the study. Thirty-three…
Descriptors: Social Emotional Learning, Inservice Teacher Education, Early Childhood Teachers, Emotional Development
Lindsay Poole; Eric Scott; Beth Stuchell; Andryce Clinkscales – Communique, 2023
Sickle Cell Disease (SCD) is an inherited blood disorder affecting approximately 1 in every 365 African American births. Students with SCD are likely to experience ongoing complications that will interfere with their attendance, functioning at school, and overall daily functioning throughout their lives. This article provides education about SCD…
Descriptors: Genetic Disorders, Diseases, Chronic Illness, Special Needs Students
Linlin Li; Kylie Flynn; Chun-Wei Huang; Ruchita Patel; Kim Luttgen – Society for Research on Educational Effectiveness, 2023
Background/Context: Research has shown that students with strong social-emotional skills demonstrate greater motivation to learn, have more positive attitudes toward school, participate more actively in activities, and show better academic performance than students with social-emotional challenges (Gresham et al., 2020; Kostelnik et al. 2015).…
Descriptors: Elementary School Students, Grade 3, Social Emotional Learning, Educational Games
C. Roch Turner, Editor – IGI Global, 2024
In the aftermath of the COVID-19 upheaval, special education professionals grapple with a seismic surge in student behavioral issues. The challenges are formidable, and the interventions available often fall short of making a meaningful impact. "Best Practices for Behavior Intervention in Special Education" steps in to assist the urgent…
Descriptors: Student Behavior, Intervention, Special Education, Best Practices
Rebecca J. Collie – Educational Psychology, 2024
This investigation examined the role of students' social-emotional need satisfaction in relation to academic engagement and social-emotional skills. Among a sample of 501 secondary school students (and their parents/carers), several need satisfaction variables were examined: perceived social-emotional autonomy, perceived social competence,…
Descriptors: Needs, Satisfaction, Learner Engagement, Secondary School Students
Patricia Eadie; Penny Levickis; Jane Page; Jane Hunt; Simon Kent; Yi-Ping Tseng; Guyonne Kalb; Jon Quach; Hannah Bryson; Laura McFarland; Hannah Stark – International Journal of Research & Method in Education, 2024
This paper describes the research protocol for the Educational and Developmental Gains in Early Childhood (EDGE) Study, which will examine the implementation of two years of funded kindergarten prior to the first year of school in Victoria, Australia. EDGE will examine whether children's language, cognitive, social-emotional, and behavioural…
Descriptors: Early Childhood Education, Preschool Education, Program Effectiveness, Language Skills