Direct Instruction and Guided Practice Matter in Conflict Resolution and Social-Emotional Learning

Autor/inn/en	DeVoogd, Karen; Lane-Garon, Pamela; Kralowec, Charles A.
Titel	Direct Instruction and Guided Practice Matter in Conflict Resolution and Social-Emotional Learning
Quelle	In: Perspectives in Peer Programs, 27 (2016) 1, S.23-37 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-243X
Schlagwörter	Direct Instruction; Conflict Resolution; Social Development; Emotional Development; Economically Disadvantaged; Urban Schools; Peer Mediation; College School Cooperation; Social Cognition; Educational Environment; Student Attitudes; Standardized Tests; Language Arts; Program Effectiveness; Pretests Posttests; Attendance Patterns; School Safety; Bullying; Suspension; Expulsion; Elementary School Students; Middle School Students; Surveys; Empathy; Affective Behavior; Perspective Taking; California + Suchen Sie Ihr Suchwort? Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Conflict solving; Konfliktlösung; Konfliktregelung; Soziale Entwicklung; Gefühlsbildung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Peer Group; Mediation; Soziale Kognition; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülerverhalten; Standadised tests; Standardisierter Test; Sprachkultur; Mobbing; Ausschluss; Schulausschluss; Relegation; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Survey; Umfrage; Befragung; Empathie; Affective disturbance; Active behaviour; Affektive Störung; Zukunftsperspektive; Kalifornien
Abstract	Seven schools in an economically challenged area of an urban school district in central California implemented mentored peer mediation programs under the guidance of a university-K-12 partnership project, Mediator Mentors. Individual student outcomes for social-cognitive dispositions, perceptions of school climate, conflict strategy choices, and standardized testing results in language arts were analyzed on the basis of assessments administered after one year of program implementation and compared to pretest values generated by student mediators and non-mediators. Attendance and student perceptions of school safety were also examined after a year of peer mediation at the schools. Overall school climate was analyzed with respect to bullying incidence and suspension and expulsion rates before and after one year of program implementation. (As Provided).
Anmerkungen	National Association of Peer Program Professionals. 58 Portwest Court, St. Charles, MO 63303. Tel: 888-691-1088; Fax: 888-691-1088; e-mail: nappp@sbcglobal.net; Web site: http://www.peerprogramprofessionals.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01