检查二年级教室普遍社会情感学习计划的有效性
James C DiPerna1, Susan Crandall Hart1, Pui-Wa Lei1
1Department of Educational Psychology, Counseling, and Special Education, Pennsylvania State University.
School psychology (Washington, D.C.)
|August 14, 2025
概括
一个普遍的社会情感学习计划显示,在现实世界的二年级教室中,学生没有显著的好处. 实施挑战,包括多样化的培训和支持,可能会影响结果,这表明需要更高的忠实度才能有效.
科学领域:
- 教育心理学教育心理学
- 课堂干预 课堂干预
- 社会情感学习 社交情感学习
背景情况:
- 全民社会情感学习 (SEL) 计划旨在改善学生的行为.
- 在多样化的课堂环境中进行例行实施,带来了独特的挑战.
- 有效性往往取决于忠诚,培训和支持.
研究的目的:
- 评估在典型条件下,在二年级教室中普遍SEL课程的有效性.
- 检查日常实施对学生社会行为的影响.
- 在现实环境中识别影响程序结果的因素.
主要方法:
- 集群随机试验涉及13所学校的39名教师和332名学生.
- 治疗组使用了社会技能改进系统SEL全班干预计划.
- 通过教师评分和独立观察收集的数据;用三级随机截取模型分析.
主要成果:
- 在SEL计划中没有发现统计学意义上的主要影响.
- 对于学生的社会行为,大多数效果大小都很小.
- 观察到课程实施的高准确性,但剂量有所不同.
结论:
- 普遍SEL课程的典型实施可能不会产生显著的学生成果.
- 课堂上的各种培训,支持和坚持可能影响了结果.
- 为了提高SEL计划的有效性,可能需要更高水平的培训,支持和剂量.
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