Are All Program Elements Created Equal? Relations Between Specific Social and Emotional Learning Components and Teacher–Student Classroom Interaction Quality
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Summary
Examining relations between each component of the Responsive Classroom approach and the quality of teachers’ emotional, organizational, and instructional interactions in third, fourth, and fifth grade classrooms highlighted the value of examining individual program components toward the identification of program active ingredients that can inform intervention optimization and teacher professional development.
- Type
- article
- Published
- 2017-02-01
- Cited by
- 33
- References
- 40
- Access
- Open access
- OpenAlex
- https://openalex.org/W27957668
- Semantic Scholar
- https://api.semanticscholar.org/CorpusID:24268910
Keywords
Statistics, Mathematics
References
- The Link Between Responsive Classroom Training and Student–Teacher Relationship Quality in the Fifth Grade: A Study of Fidelity of Implementation
- School-Based Prevention of Problem Behaviors: A Meta-Analysis
- Within-Day Variability in the Quality of Classroom Interactions during Third and Fifth Grade
- The Contribution of Teachers' Emotional Support to Children's Social Behaviors and Self-Regulatory Skills in First Grade
- The influence of fidelity of implementation on teacher-student interaction quality in the context of a randomized controlled trial of the Responsive Classroom approach.
- Core Implementation Components
- Common Elements of Adolescent Prevention Programs: Minimizing Burden While Maximizing Reach
- Individual and Contextual Factors Associated with Pre-Kindergarten Teachers’ Responsiveness to the MyTeachingPartner Coaching Intervention
- School‐based prevention: current status and future challenges
- Promoting Social and Emotional Learning in Preschool Students: A Study of Strong Start Pre-K
- Improving Classroom Quality: Teacher Influences and Experimental Impacts of the 4Rs Program.
- Classroom Context, School Engagement, and Academic Achievement in Early Adolescence
- To what extent do teacher–student interaction quality and student gender contribute to fifth graders’ engagement in mathematics learning?
- Improving the Power of an Efficacy Study of a Social and Emotional Learning Program: Application of Generalizability Theory to the Measurement of Classroom-Level Outcomes
- Improving Classroom Quality with The RULER Approach to Social and Emotional Learning: Proximal and Distal Outcomes
- Early Social-Emotional Functioning and Public Health: The Relationship Between Kindergarten Social Competence and Future Wellness.
- Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?
- Using Indices of Fidelity to Intervention Core Components to Identify Program Active Ingredients
- Efficacy of the Responsive Classroom Approach
- PROMOTING SOCIAL AND ACADEMIC COMPETENCE IN THE CLASSROOM: AN INTERVENTION STUDY EXAMINING THE CONTRIBUTION OF THE RESPONSIVE CLASSROOM APPROACH
Cited by
- Early Social-Emotional Functioning and Public Health: The Relationship Between Kindergarten Social Competence and Future Wellness.
- First Grade Classroom-Level Adversity: Associations With Teaching Practices, Academic Skills, and Executive Functioning
- Conflict management strategies in coping with students’ disruptive behaviors in the classroom: Systematized review
- The Core Components of Evidence-Based Social Emotional Learning Programs
- Kindergarten Teachers’ Instructional Priorities Misalignment and Job Satisfaction: A Mixed Methods Analysis
- Social, emotional and intercultural competencies: a literature review with a particular focus on the school staff
- The Role of Curiosity in the Sociopolitical Development of Black and Latinx Adolescents.
- Strengthening Teacher-Student Relationships: Identifying Strategies From Capturing Kids’ Hearts National Showcase Schools
- Fostering adolescent curiosity through a question brainstorming intervention.
- Gender Integration and the Promotion of Inclusive Classroom Climates
- A Qualitative Study on Urban Middle School Teachers' Perspective of Social and Emotional Learning as Formed through Personal and Occupational Experience
- Optimizing the development and evaluation of complex interventions: lessons learned from the BetterBirth Program and associated trial
- Teachers' Perspectives And Understanding Of Social Emotional Learning In An Early Elementary Suburban Public School
- Identifying the “Active Ingredients” of a School-Based, Workplace Safety and Health Training Intervention
- Challenging sustainability in school-based intervention in Nicaragua
- Kindergarten Entry Assessment Practices in Pennsylvania
- Black and latinx adolescents’ developing understandings about poverty, inequality, and opportunity
- Healthy relationship education programmes for young people: systematic review of outcomes
- Understanding High Quality Teacher-Student Interactions in High Needs Elementary Schools: An Exploration of Teacher, Student, and Relational Contributors
- Effects of a Teacher Classroom Management program on preschool teachers’ practices and psychological factors: A randomized trial with teachers of children from economically disadvantaged families
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