The Responsive Classroom (RC) approach is a set of teaching practices designed to integrate social and academic learning. Journal of School Psychology, 46, 129-149. Children's perceptions of the classroom environment and social and academic performance: A longitudinal analysis of the contribution of the Responsive Classroom Approach (abstract). Further research is needed to advance our understanding of sitting meditation and its use as an effective treatment modality among younger populations.īrock, L.
A review of 16 empirical studies, from 1982 to 2008, found that sitting meditation, including mindfulness and Transcendental Meditation practices seems to be an effective intervention in the treatment of physiologic, psychosocial, and behavioral conditions among youths ages 6-18. Sitting-Meditation Interventions Among Youth: A Review of Treatment Efficacy. In this review, Billig describes the body of research supporting service-learning effects on K12 students.īlack, D. Support for K-12 Service-Learning Practice: A Brief Review of Research (PDF). In this study, researchers analyzed the economic impact of six widely-used SEL programs and found that on average, every dollar invested yields $11 in long-term benefits, ranging from reduced juvenile crime, higher lifetime earnings, and better mental and physical health.īillig, S. New York, NY: Center for Benefit-Cost Studies in Education. The Economic Value of Social and Emotional Learning. Transcendental Meditation program conducted in the school setting had a beneficial impact on absenteeism, rule infractions, and suspension days in African American adolescents ages 15-18 in comparison with the control school.īelfield, C., Bowden, B., Klapp, A., Levin, H., Shand, R., & Zander, S. Health and Quality of Life Outcomes 1(10).
Impact of Stress Reduction on Negative School Behavior in Adolescents. Higher levels of classroom instruction in Resolving Conflict Creatively Program (RCCP) were associated with lower levels of hostile attribution bias, aggressive strategies, depression, and conduct problems, and with higher levels of competent interpersonal strategies.īarnes, V. Children whose teachers taught a high number of lessons in the conflict resolution curriculum demonstrated positive changes in their social-emotional developmental trajectories and deflections from a path toward future aggression and violence. Four waves of data on features of children's social-emotional development known to predict aggression/violence were collected in the fall and spring over two years for a highly representative sample of children in grades 1-6 from New York City public elementary schools (N = 11,160). Developmental Trajectories Toward Violence in Middle Childhood: Course, Demographic Differences, and Response to School-Based Intervention (abstract). Lawrence Aber, from Building Academic Success on Social and Emotional Learning (2004), edited by Joseph E. Read a chapter about RCCP, written by Joshua Brown, Tom Roderick, Linda Lantieri, and J.
The authors speculate that this group of teachers did not implement the lessons with fidelity. An unexpected finding was that children of teachers who received a lot of training but taught few lessons showed accelerated growth in aggression-related processes. Children whose teachers had a moderate amount of training and coaching from RCCP and who taught many lessons showed significantly slower growth in aggression-related processes and less of a decrease in competence-related processes, compared to children whose teachers taught few or no lessons. Two waves of developmental data (fall and spring) were analyzed from the first year of the evaluation of the Resolving Conflict Creatively Program (RCCP), which includes 5053 children from grades 2-6 from 11 elementary schools in New York City. Development and Psychopathology, 10, 187-213. Resolving Conflict Creatively: Evaluating the Developmental Effects of a School-Based Violence Prevention Program in the Neighborhood and Classroom Context (abstract).
0 kommentar(er)
