ERIC Number: EJ1388965
Record Type: Journal
Publication Date: 2023
Pages: 36
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-5984
EISSN: EISSN-1554-8279
Available Date: N/A
41 Teachers, 41 Different Ways: Exploring Teacher Implementation of a Universal Social-Emotional Learning Program under Routine Conditions
Neugebauer, Sabina Rak; Sandilos, Lia; DiPerna, James; Hunter, Leah; Hart, Susan Crandall; Ellis, Emmaline
Elementary School Journal, v124 n1 p157-192 Sep 2023
Schools are increasingly adopting universal social-emotional learning (SEL) programs to support students' prosocial development and academic success. When adopted across contexts and student populations, SEL interventions can be implemented in different ways, particularly under typical classroom conditions that are not part of research efficacy trials. This study, situated across 13 elementary schools, examined 41 primary teachers' use of a popular universal SEL program with their 811 students, with attention to the prevalence and nature of teachers' program changes to standard program practices. In addition, this study explored whether and how teachers' changes were associated with instructional quality more broadly. Results from 221 lesson observations revealed that teachers' instructional expertise in areas closely aligned with the program's target intervention skills was positively associated with higher levels of program fidelity. Expertise was also related to program changes that honored students' outside of school experiences, supported moment-to-moment decision-making, and centered on students' interests.
Descriptors: Program Implementation, Social Emotional Learning, Academic Achievement, Interpersonal Competence, Program Effectiveness, Elementary School Teachers, Fidelity
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A