Presentation on theme: "What constitutes a research-proven social-emotional programme? Mary K. Sheard IEE Conference 1 10 2011."— Presentation transcript:
What constitutes a research-proven social-emotional programme? Mary K. Sheard IEE Conference 1 10 2011
Our question What makes an effective social-emotional learning programme, and how can research provide the evidence schools and policy-makers need to make an informed choice?
Defining Social-Emotional Learning What the research literature tells us. Considering a workable definition.
The definition used in the IEE evaluation. Recognise and manage emotions Develop caring and concern for others Establish and maintain positive relationships Set and achieve positive goals Make responsible decisions Handle challenging situations effectively
An example of a research-proven programme: Together 4 All 12 primary schools currently participating in this randomised control evaluation, serving approximately 3,500 children in the 4 communities of Lurgan, Brownlow, Aghagallon and Bleary, NI. 6 Together 4 All (T4A) Intervention Schools 6 Control Schools
Programme Overview Curriculum, lesson plans, manual, resources Training Bi-weekly time-tabled T4A lessons Ongoing coach support In-school programme co-ordinator Principal training Principals’ Forum School-home liaison
Evaluation Findings: Quantitative 2 Teacher ratings of (a) empathy, coping, and co-operation, (b) actively helping others, and (c) not being socially withdrawn (P3-P4). Teacher ratings of (a) empathy and co-operation; (b) perseverance, (c) lack of negative affect, and (d) not fighting (P7). Identifying the correct emotions from pictures of children’s expressions (P3-P4). Providing viable (competent) responses to challenging social situations (P7).
Evaluation Findings: Quantitative 3 Demonstrating MRU skills by describing oneself as respecting differences between people and accepting others (P3-P4, P7). Identifying emotions/feelings, with a higher percentage of positive emotions/feelings than negative emotions/feelings than (P7). Providing positive explanations for potentially difficult social situations and suggesting effective ways to resolve problems (P7).
Evaluation Findings: Qualitative Principals In-school programme co-ordinators Teachers Pupils The most compelling findings?
Considering the evidence What is working well What is working not so well
Next Steps: research Conduct longitudinal randomised control studies; Develop more authentic, pedagogically robust, meaningful methods to value or assess development and gains in social-emotional learning over time; Create finely tuned observations schedules; Include extended classroom observation periods; Include extended situated social contexts as evaluation sites.
Next Steps: Practitioners and policy-makers Engage with educational effectiveness research Make informed choices about which SEL (and other) programme to implement Consider partnering with the IEE as a research site Please keep in touch!