The Longitudinal Impact of a Universal School-Based Social-Emotional and Literacy Intervention on Classroom Climate and Teacher Processes and Practices

Autor/inn/en	Brown, Joshua L.; Jones, Stephanie M.; Aber, J. Lawrence
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	The Longitudinal Impact of a Universal School-Based Social-Emotional and Literacy Intervention on Classroom Climate and Teacher Processes and Practices
Quelle	(2010), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Intervention; Academic Achievement; Literacy; Classroom Environment; Teacher Effectiveness; Elementary School Teachers; Teaching Methods; Classroom Techniques; Conflict Resolution; Inservice Teacher Education; Language Arts; Curriculum Implementation; Teacher Surveys; Program Effectiveness; Emotional Development; Longitudinal Studies; Social Development; Student Behavior; Behavior Problems; Urban Schools; Comparative Analysis; New York; Maslach Burnout Inventory + Suchen Sie Ihr Suchwort? Schulleistung; Alphabetisierung; Schreib- und Lesefähigkeit; Klassenklima; Unterrichtsklima; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Conflict solving; Konfliktlösung; Konfliktregelung; Lehrerfortbildung; Sprachkultur; Gefühlsbildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Soziale Entwicklung; Student behaviour; Schülerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This presentation capitalizes on a three-year, longitudinal, school-randomized trial of the 4Rs Program, a comprehensive, school-based social-emotional and literacy program for elementary schools, to test intervention induced changes in features of classroom climate and key dimensions of teacher affective and pedagogical processes and practices thought to influence children's social-emotional and academic development. Experimental evidence to date suggests the 4Rs Program is effective in improving the quality of classroom climate after one-year of intervention and positively altering the course of children's social-cognitive, emotional, behavioral and academic functioning after two years of intervention. While these results are encouraging, this presentation will extend this work by testing the causal influence of the 4Rs Program on (1) the quality of classroom climate at the end of the second and third years of intervention, and (2) changes in teachers affective and pedagogical processes and practices over three consecutive years of intervention. (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10