東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Social-Emotional Learning in High Sc...

Olaya, Oscar.

FindBook

Google Book

Amazon

博客來

Social-Emotional Learning in High School: A Mixed-Methods Evaluation of the Strong Teens Program.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Social-Emotional Learning in High School: A Mixed-Methods Evaluation of the Strong Teens Program./
作者:	Olaya, Oscar.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	70 p.
附註:	Source: Masters Abstracts International, Volume: 82-09.
Contained By:	Masters Abstracts International82-09.
標題:	Peer relationships. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28353658
ISBN:	9798597016290

Social-Emotional Learning in High School: A Mixed-Methods Evaluation of the Strong Teens Program.
Olaya, Oscar.

Social-Emotional Learning in High School: A Mixed-Methods Evaluation of the Strong Teens Program. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 70 p.

Source: Masters Abstracts International, Volume: 82-09.

Thesis (Ed.S.)--Brigham Young University, 2020.

Strong Teens is a curriculum designed to help students develop the social-emotional skills needed to manage challenges and become successful socially and academically (Carrizales- Engelmann et al., 2016). Strong Teens has shown promise among adolescents, but this was the first study to evaluate the newly updated version of the intervention in a high school setting. The curriculum was implemented by a special education teacher with students at-risk for emotional and behavioral disorders. A mixed method design was used to evaluate outcomes with 16 ninth grade students. Overall findings suggest that Strong Teens was effective at improving students' social emotional knowledge over a 3-month period. However, there was a worsening of students' internalizing symptoms and teacher-student relationships. The teacher implemented the curriculum with low to moderate fidelity. Students were mostly neutral in their view of Strong Teens, while the teacher held a more favorable view. Future studies should include a larger sample size, offer training to educators on the implementation of Strong Teens, and consider using a more effective collection method to ensure students' anonymity.

ISBN: 9798597016290Subjects--Topical Terms:

3435318
Peer relationships.
Subjects--Index Terms:

Social skills

Social-Emotional Learning in High School: A Mixed-Methods Evaluation of the Strong Teens Program.
LDR:02307nmm a2200385 4500 001 2404301
005 20241209114553.5
006 m o d
007 cr#unu||||||||
008 251215s2020 ||||||||||||||||| ||eng d
020 $a 9798597016290
035 $a (MiAaPQ)AAI28353658
035 $a (MiAaPQ)BrighamYoung9720
035 $a AAI28353658
040 $a MiAaPQ $c MiAaPQ
100 1 $a Olaya, Oscar. $3 3774607
245 1 0 $a Social-Emotional Learning in High School: A Mixed-Methods Evaluation of the Strong Teens Program.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 70 p.
500 $a Source: Masters Abstracts International, Volume: 82-09.
502 $a Thesis (Ed.S.)--Brigham Young University, 2020.
520 $a Strong Teens is a curriculum designed to help students develop the social-emotional skills needed to manage challenges and become successful socially and academically (Carrizales- Engelmann et al., 2016). Strong Teens has shown promise among adolescents, but this was the first study to evaluate the newly updated version of the intervention in a high school setting. The curriculum was implemented by a special education teacher with students at-risk for emotional and behavioral disorders. A mixed method design was used to evaluate outcomes with 16 ninth grade students. Overall findings suggest that Strong Teens was effective at improving students' social emotional knowledge over a 3-month period. However, there was a worsening of students' internalizing symptoms and teacher-student relationships. The teacher implemented the curriculum with low to moderate fidelity. Students were mostly neutral in their view of Strong Teens, while the teacher held a more favorable view. Future studies should include a larger sample size, offer training to educators on the implementation of Strong Teens, and consider using a more effective collection method to ensure students' anonymity.
590 $a School code: 0022.
650 4 $a Peer relationships. $3 3435318
650 4 $a Validity. $3 3548271
650 4 $a Social & emotional learning. $3 3558445
650 4 $a Curricula. $3 3422445
650 4 $a Student teacher relationship. $3 3684766
650 4 $a Counseling psychology. $3 924824
650 4 $a Behavior disorders. $3 3684311
650 4 $a Special education. $3 516693
650 4 $a At risk students. $3 3556175
650 4 $a Secondary schools. $2 bicssc $3 1556944
650 4 $a Teenagers. $3 617887
650 4 $a Curriculum development. $3 684418
650 4 $a Educational psychology. $3 517650
650 4 $a Social psychology. $3 520219
653 $a Social skills
653 $a Academic success
653 $a Emotional maturity
690 $a 0451
690 $a 0525
690 $a 0603
690 $a 0727
690 $a 0529
710 2 $a Brigham Young University. $3 1017451
773 0 $t Masters Abstracts International $g 82-09.
790 $a 0022
791 $a Ed.S.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28353658