Acceptability of a Preventative Coping and Connectedness Curriculum for High School Students Entering Accelerated Curricula

Autor/inn/en	Shaunessy-Dedrick, Elizabeth; Suldo, Shannon M.; O'Brennan, Lindsey; Dedrick, Robert; Parker, Janise; Ferron, John; DiLeo, Letty
Titel	Acceptability of a Preventative Coping and Connectedness Curriculum for High School Students Entering Accelerated Curricula
Quelle	In: Journal for the Education of the Gifted, 45 (2022) 3, S.203-237 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Shaunessy-Dedrick, Elizabeth) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3532
DOI	10.1177/01623532221105307
Schlagwörter	Coping; Acceleration (Education); Prevention; Stress Variables; Advanced Placement; Advanced Placement Programs; Curriculum Development; Pilot Projects; Feedback (Response); Social Emotional Learning; Parent Attitudes; Student Attitudes; Teacher Attitudes; Administrator Attitudes; Stress Management; Gifted Education; Intervention; Grade 9; Learner Engagement; High School Students + Suchen Sie Ihr Suchwort? Bewältigung; Acceleration; Beschleunigung; Prävention; Vorbeugung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Pilot project; Modellversuch; Pilotprojekt; Elternverhalten; Schülerverhalten; Lehrerverhalten; Stressmanagement; Stressbewältigung; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	Students report experiencing elevated levels of academic stress while in Advanced Placement (AP) and International Baccalaureate Diploma (IBD) classes. In response, we developed a classwide, preventative coping and connectedness curriculum, which consists of 12 50-minute modules for 9th-grade students enrolled in accelerated coursework. In this pilot study, we implemented the curriculum in 2 schools and sought user feedback. After describing the curriculum, we examine the acceptability of this social-emotional curriculum at three stages: prior to, during, and following implementation. Overall, all stakeholders--including students, parents, and educators--deemed the curriculum highly acceptable. Teachers, administrators, and parents rated the content and lessons as highly acceptable for addressing students' academic stressors and development of necessary coping and strategies. Included is a discussion of these findings relative to prior acceptability research, including research with gifted learners, limitations, and the role of acceptability in the line of inquiry for this curriculum intervention development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01