![]() Participants included 147, full-time, 3rd and 4th grade teachers and their classrooms, drawn from 27 public elementary schools. This study focused on the development of a self-report and observational assessment of teachers’ SEL classroom practices (SEL-CP), and examined the psychometric properties of these assessments, specifically their reliability and construct validity via their concurrent association with indicators of teacher well-being and the quality of classroom interactions. ![]() ![]() Although studies have found positive outcomes associated with school-based SEL programs, there has been little formal assessment of teachers’ SEL classroom practices and how such practices are related to teachers’ social-emotional well-being and the quality of interactions between teachers and students. Over the past decade, a number of social-emotional learning (SEL) programs and initiatives have emerged in schools to promote the development of student’s self-awareness and self-regulation, prosociality, perspective-taking, and empathy. Examining the reliability and validity of a teacher self-report and observational measure of social-emotional learning classroom practices in elementary schools
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |