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Gomes, Roseline Florence; Thomas, Lijo – Journal of Learning for Development, 2022
Recent studies highlight the outcomes of COVID-19 on the psychosocial skills of early adolescents. It shows the unavailability of virtual community mentoring models for teenagers' individual and interpersonal growth in the virtual scenario. Hence, there emerges a need to explore and apply the available virtual communication resources by…
Descriptors: Middle School Students, Underachievement, Well Being, Social Development
Addie Keshunda Miller – ProQuest LLC, 2021
The purpose of this qualitative, descriptive, single-case study was to explore educators' perceptions and uses of strategies to support 5th-grade middle school students' basic psychological needs for relatedness in the Southeastern region of the United States, because it was not known how educators perceived and used strategies to support…
Descriptors: Grade 5, Middle School Students, Student Needs, Interpersonal Relationship
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Clerkin, Aidan – British Journal of Educational Psychology, 2020
Background: Transition Year (TY) is a quasi-gap year offered midway through post-primary education in Ireland. TY is intended to provide a low-stakes environment to promote maturity and social skills, and to prepare students for adult life. Previous interview-based research has found that TY is seen as a positive experience by many students and…
Descriptors: Foreign Countries, Social Development, Emotional Development, Secondary School Students
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Pantzer, Joy; Dorwart, Catherine E.; Woodson-Smith, Andrea – Physical Educator, 2018
This study aimed to measure perceived psychosocial outcomes of middle school intramural participants in psychological development, social development, and school connectedness and to identify differences between gender and grade level. One hundred four middle school students were surveyed via a modified version of the Social Outcomes…
Descriptors: Middle School Students, Athletes, Intramural Athletics, Interpersonal Relationship
Claro, Susana; Loeb, Susanna – Policy Analysis for California Education, PACE, 2019
While the importance of social-emotional learning for student success is well established, educators and researchers have less knowledge and agreement about which social-emotional skills are most important for students and how these skills distribute across student subgroups. Using a rich longitudinal dataset of 221,840 fourth through seventh…
Descriptors: Student Development, Social Development, Emotional Development, Skill Development
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Carlson, Liesel – Learning Professional, 2020
In this article, the author describes collaborative work with four teachers through the Lansing School District's participation in a multiyear project to implement and study the effects of the My Teaching Partner-Secondary 1:1 Video Coaching model. The model is a collaborative, individualized coaching program that focuses on effective…
Descriptors: Coaching (Performance), Teacher Student Relationship, Interaction, Teacher Improvement
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Dyson, Ben; Howley, Donal; Wright, Paul M. – European Physical Education Review, 2021
The purpose of this scoping review is to critically examine previous research that connects three selected model-based practices (MBPs) to social and emotional learning (SEL) outcomes in K-12 physical education (PE) settings to inform a future research agenda for the field. A methodological framework involving the processes of inductive analysis…
Descriptors: Social Emotional Learning, Physical Education, Elementary Secondary Education, Social Development
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Teeters, Leah A. Peña; McKimmy, Caitlin; Shedro, Michelle; Ashar, Yoni K.; Alvarez, Adriana; Price, Emily Claire; Dimidjian, Sona – Journal of Teacher Education and Educators, 2021
This article investigates a teacher learning program in Mexico, Desarrollo de la Inteligencia a través del Arte: DIA (Development of Intelligence through Art: DIA), that supports teachers in applying holistic approaches to instruction that support social, emotional, academic, and cognitive growth. Using qualitative and quantitative measures, this…
Descriptors: Social Emotional Learning, Faculty Development, Holistic Approach, Student Development
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Kim, Dae-Seok; Hong, Carrie Eunyoung – i.e.: inquiry in education, 2019
The significance of social and emotional learning (SEL) continues to grow in today's schools around the world. More teachers agree that students' social and emotional needs must be addressed in the learning process. This is because how students feel about themselves and think about one another affects the ways they learn in school. Learning…
Descriptors: Social Development, Emotional Development, Language Arts, Literacy
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Smith, Kristie W.; Falbe, Kristina N. – Middle Grades Review, 2020
When we envision the ideals of middle school, we so often think about the importance of physical setting. Physical setting helps to create a material space for so many of the tenets of the middle school mindset. For example, "A successful (middle) school for young adolescents is an inviting, supportive, and safe place -- a joyful community…
Descriptors: Middle Schools, Disease Control, Public Health, Disease Incidence
Kanopka, Klint; Claro, Susana; Loeb, Susanna; West, Martin R.; Fricke, Hans – Policy Analysis for California Education, PACE, 2020
Prior work has shown that students' reports of their levels of social-emotional skills predict achievement levels and gains, but we have little evidence on whether within-student changes in student reports of social-emotional skills are predictive of changes in theoretically related academic and behavioral outcomes. We use large-scale data from…
Descriptors: Social Development, Emotional Development, Interpersonal Competence, Academic Achievement
Kanopka, Klint; Claro, Susana; Loeb, Susanna; West, Martin R.; Fricke, Hans – Policy Analysis for California Education, PACE, 2020
Prior work has shown that levels of self-reported student social-emotional learning (SEL) predict student achievement levels--as well as student achievement gains--but little has been done to understand if within-student changes in student reports of SEL are predictive of changes in theoretically related academic and behavioral outcomes. We use…
Descriptors: Social Development, Emotional Development, Academic Achievement, Student Development
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Shaked, Haim – Journal of School Leadership, 2018
Principal educators' and policy makers' predominant expectation from school principals to serve as instructional leaders--who engage primarily in a wide range of activities that clearly focus on improving teaching and learning for all students--has scarcely been applied in practice by principals in today's schools. Researchers have found several…
Descriptors: Principals, Leadership Role, Instructional Leadership, Educational Objectives
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Guerrero Romera, Catalina; Prados, Maria Angeles Hernández; Vicent, Patricia Lopez; Fernandez-Henarejos, Ana Carmen Tolino – Asian Journal of Contemporary Education, 2020
The competency-based model implies a process of humanization of education that diversifies content, focusing in this case on the development of the civic and artistic competence of the students. This paper presents the CIVABLES Program designed within the framework of teaching and research collaboration between the University and the Primary…
Descriptors: Competency Based Education, Social Development, Skill Development, Student Development
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Clerkin, Aidan – Educational Psychology, 2018
This study identifies student characteristics that predict participation in Transition Year, an optional developmental year (Grade 10) offered midway through secondary education in Ireland. One thousand eighty five students (51% female; mean age = 15.4 years) completed a questionnaire in Grade 9, providing information on demographic, attitudinal…
Descriptors: Foreign Countries, Grade 10, Secondary School Students, Grade 9
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