NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Laws, Policies, & Programs
Elementary and Secondary…1
What Works Clearinghouse Rating
Does not meet standards1
Showing 1 to 15 of 18 results Save | Export
Taboada Barber, Ana; Vizcaya-Jofré, Francisca; Klauda, Susan Lutz – Grantee Submission, 2021
Theory of Mind (ToM), as a relevant aspect in children's socio-cognitive development, has been widely studied. Some results have suggested that bilingual children have an advantage over their monolingual peers in development of ToM. However, there is less research regarding the predictive role of ToM in performance of oral and reading…
Descriptors: Theory of Mind, Oral Reading, Reading Comprehension, English (Second Language)
Peer reviewed Peer reviewed
Direct linkDirect link
Foley-Nicpon, Megan; Assouline, Susan G.; Kivlighan, D. Martin; Fosenburg, Staci; Cederberg, Charles; Nanji, Michelle – High Ability Studies, 2017
Contemporary models highlight the need to cultivate cognitive and psychosocial factors in developing domain-specific talent. This model was the basis for the current study where high ability youth with self-reported social difficulties (n = 28, 12 with a coexisting disability) participated in a social skills and talent development intervention…
Descriptors: Social Development, Talent Development, Intervention, Interpersonal Competence
Peer reviewed Peer reviewed
Direct linkDirect link
Isaacs, Jenny; Voeten, Marinus; Salmivalli, Christina – Social Development, 2013
We tested whether gender-specific vs. common classroom norms were more powerful moderators of the association between a risk factor (rejection) and peer victimization among girls and boys. The participants were 1220 elementary schoolchildren from grades 4-6 (with 10-13 years of age). We compared different multilevel models including combined vs.…
Descriptors: Risk, Victims, Correlation, Gender Differences
Peer reviewed Peer reviewed
Direct linkDirect link
Sung, Youngji – Child & Youth Care Forum, 2014
Background: Language minority students, who are mostly immigrant students tend to perform at lower levels in school and to be at risk of school failure when they are limited in English proficiency (LEP). Objective: Based on the previous studies that addressed the importance of students' social skills for school success, I examined the social…
Descriptors: Language Minorities, Elementary School Students, Social Development, Immigrants
Boor-Klip, Henrike J.; Cillessen, Antonius H. N.; van Hell, Janet G. – Gifted Child Quarterly, 2014
Despite its importance in social development, social understanding has hardly been studied in high-ability children. This study explores differences in social understanding between children in high-ability and regular classrooms, specifically theory of mind (ToM) and perception accuracy, as well as associations between individual characteristics…
Descriptors: Social Development, Gifted, Children, Comparative Analysis
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Karimzadeh, Mansoureh; Salehi, Hadi; Embi, Mohamed Amin; Nasiri, Mehdi; Shojaee, Mohammad – English Language Teaching, 2014
This study aims to use an experimental research design to enhance teaching efficacy by social-emotional skills training in teachers. The statistical sample comprised of 68 elementary teachers (grades 4 and 5) with at least 10 years teaching experience and a bachelor's degree who were randomly assigned into control (18 female, 16 male) and…
Descriptors: Teacher Effectiveness, Self Efficacy, Social Development, Emotional Development
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Brian R. Flay – Society for Research on Educational Effectiveness, 2014
Several social-emotional learning (SEL) or social-emotional and character development (SECD) programs have been shown to be effective at improving SEL/SECD skills, and some have also provided evidence of effectiveness in improving student behavior and academic achievement (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). Very few SEL…
Descriptors: Randomized Controlled Trials, Emotional Development, Social Development, Values Education
Peer reviewed Peer reviewed
Direct linkDirect link
Low, Sabina; Van Ryzin, Mark – School Psychology Quarterly, 2014
Bullying prevention efforts have yielded mixed effects over the last 20 years. Program effectiveness is driven by a number of factors (e.g., program elements and implementation), but there remains a dearth of understanding regarding the role of school climate on the impact of bullying prevention programs. This gap is surprising, given research…
Descriptors: Bullying, Prevention, Program Effectiveness, Educational Environment
Peer reviewed Peer reviewed
Direct linkDirect link
Graham, Sandra; Taylor, April; Hudley, Cynthia – Urban Education, 2015
A 12-week, 32-lesson afterschool intervention was conducted with third-to fifth-grade urban African American boys classified as aggressive. Grounded in attribution theory and organized around the construct of perceived responsibility in self and others, the intervention focused on increasing both social skills and academic motivation. Participants…
Descriptors: Males, African Americans, Aggression, Intervention
Elliott, Denise Marie – ProQuest LLC, 2012
Social inclusion has become an increasingly relevant issue in public school education during the past several years. Differences between social skills in students who were educated in inclusion elementary school classrooms and those who were not placed in inclusion classrooms were examined. Teachers were asked to rate the social skills of students…
Descriptors: Inclusion, Interpersonal Competence, Skill Development, Social Development
Peer reviewed Peer reviewed
Direct linkDirect link
Kuperminc, Gabriel P.; Thomason, Jessica; DiMeo, Michelle; Broomfield-Massey, Kimberley – Journal of Primary Prevention, 2011
The past two decades have seen a transformation in youth programming toward a comprehensive positive youth development (YD) framework. Cool Girls, Inc., a YD program, focuses on improving girls' life chances by promoting positive behaviors and attitudes in multiple domains. These include self-concept, academic orientation, future orientation, and…
Descriptors: Physical Activities, Females, Self Concept, Drug Use
Peer reviewed Peer reviewed
Direct linkDirect link
Karcher, Michael J.; Davidson, Alice J.; Rhodes, Jean E.; Herrera, Carla – Applied Developmental Science, 2010
Cross-age peer mentoring programs, in which teenagers mentor younger children, have proliferated in recent years, yet there is disagreement about the effectiveness of such programs. This study tested whether teen mentors' attitudes about children interact with their mentees' characteristics to moderate outcomes of cross-age peer mentoring. The…
Descriptors: Mentors, Peer Influence, Adolescents, Children
Brown, Joshua L.; Jones, Stephanie M.; Aber, J. Lawrence – Society for Research on Educational Effectiveness, 2010
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…
Descriptors: Intervention, Academic Achievement, Literacy, Classroom Environment
Peer reviewed Peer reviewed
Direct linkDirect link
Stichter, Janine P.; Lewis, Timothy J.; Whittaker, Tiffany A.; Richter, Mary; Johnson, Nanci W.; Trussell, Robert P. – Journal of Positive Behavior Interventions, 2009
The importance of effective instruction on student academic and social achievement has been well documented. Strong classroom management and the use of high rates of opportunities to respond (OTR) have been two advocated classroom practices to positively impact student performance. This article presents an analysis of data collected across 35…
Descriptors: Classroom Techniques, Elementary Schools, General Education, Elementary School Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Trotter, Kay Sudekum; Chandler, Cynthia K.; Goodwin-Bond, Deborah; Casey, Janie – Journal of Creativity in Mental Health, 2008
This study demonstrates the efficacy of Equine Assisted Counseling (EAC) by comparing EAC to classroom-based counseling. Students (n = 164) identified as being at high risk for academic and/or social failure participated in 12 weekly counseling sessions. Within-group paired sample t-test results comparing pre- and post-treatment scores for…
Descriptors: Social Behavior, Comparative Analysis, Interpersonal Competence, Counseling Techniques
Previous Page | Next Page »
Pages: 1  |  2