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Exploring the Rationale for Group Music Activities for Parents and Young Children: Parents' and Practitioners' Perspectives
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Pitt, Jessica; Hargreaves, David – Research Studies in Music Education, 2017
Children's Centres are widespread in England and comprise multi-professional staff teams seeking to work with families with children aged 0-5 years. Although parent-child group music sessions appear frequently in Children's Centre activity programmes, the rationale for their inclusion remains unclear. This article presents the results from phase…
Descriptors: Group Activities, Music Activities, Parent Child Relationship, Child Care Centers
Social and Emotional Learning and the Work of Itinerant Teachers of the Deaf and Hard of Hearing
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Norman, Nancy; Jamieson, Janet R. – American Annals of the Deaf, 2015
The study investigated how social and emotional learning (SEL) is reflected in the attitudes, beliefs, and practices of itinerant teachers of the deaf and hard of hearing (ITDHHs). A mixed-methods approach was taken to survey 53 ITDHHs about their comfort with teaching SEL, commitment to ongoing professional development in SEL skills, and…
Descriptors: Socialization, Emotional Development, Itinerant Teachers, Deafness
Social Emotional Learning in High School: How Three Urban High Schools Engage, Educate, and Empower Youth. Research Brief
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Hamedani, MarYam G.; Darling-Hammond, Linda – Stanford Center for Opportunity Policy in Education, 2015
The psychological, social, and emotional aspects of education have enjoyed increased attention in recent years as often termed "non-cognitive factors" and "soft skills" have gained traction in research, policy, and practice circles as major drivers of student achievement. This renewed attention represents an important shift, as…
Descriptors: Social Development, High Schools, High School Students, Student Empowerment
The Impact of Direct Involvement I and Direct Involvement II Experiences on Secondary School Students' Social Capital, as Measured by Co-Cognitive Factors of the Operation Houndstooth Intervention Theory
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Sands, Michelle M.; Heilbronner, Nancy N. – Gifted Child Quarterly, 2014
A mixed-methods study grounded in Renzulli's Operation Houndstooth Intervention Theory examined the impact of different types of volunteer experiences on the six co-cognitive factors (Optimism, Courage, Romance With a Topic/Discipline, Sensitivity to Human Concerns, Physical/Mental Energy, and Vision/Sense of Destiny) associated with the…
Descriptors: High School Students, Social Capital, Volunteers, Gifted
Emotion Self-Regulation: A Mixed-Methods Intervention Study of Socioemotional and Reading Outcomes of High School Students with Reading Difficulties
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Novosel, Leslie C. – ProQuest LLC, 2012
Employing multiple methods, including a comparison group pre/posttest design and student interviews and self-reflections, this study represents an initial attempt to investigate the efficacy of a social and emotional learning self-regulation strategy relative to the general reading ability, reading self-concept, and social and emotional well-being…
Descriptors: Mixed Methods Research, Pretests Posttests, Comparative Analysis, Interviews
A Mixed-Methods Comparison of Vocational and Identified-Gifted High School Students on the Overexcitability Questionnaire
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Piirto, Jane; Fraas, John – Journal for the Education of the Gifted, 2012
Two groups of adolescents (N = 114), 61 identified-gifted adolescents (M = 22, F = 39) and 51 vocational school adolescents (M = 27, F = 26), were compared on the Overexcitability Questionnaire. Each of the five Overexcitability (OE) scores--Psychomotor, Sensual, Imaginational, Intellectual, and Emotional--was subjected to a two-way ANOVA by…
Descriptors: Gifted, Questionnaires, Effect Size, Gender Differences