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Schools have become increasingly interested in social-emotional learning (SEL) over the past decade, and that interest has grown due to concern about student well-being resulting from the COVID-19 pandemic. However, there is confusion around SEL. Christi Bergin, Christina Cipriano, Tia Barnes, Shannon B. Wanless, researchers who have studied and designed SEL for decades, respond to questions frequently asked by educators as they consider an SEL approach for their school. They discuss what SEL is, its benefits, how it aligns with other programs, how to select an SEL program, and where to learn more about SEL programs.

A concerning attribute of teacher evaluations across countries is the systemic leniency of principals during classroom observations. However, little is known about the motivations behind this phenomenon. The purpose of this study is to explore the motivating factors behind principals' leniency in an authentic teacher evaluation system. In this study, we apply an explanatory-sequential mixed-method design. Using focus groups (qualitative strand; n = 15 principals) and a state-wide survey (quantitative strand; n = 364 principals), we apply goal theory to investigate influences on principals' ratings in a Midwestern state in the USA. Results suggest that multiple goals may drive principals during observations. These include the following: (1) providing accurate ratings and feedback to teachers; (2) keeping teachers open to growth-promoting feedback; (3) supporting teachers' morale and fostering positive relationships; (4) avoiding difficult conversations; (5) managing limited time wisely; and (6) maintaining self-efficacy as an instructional leader. Implications are that principals hold beneficial goals that may compete with accuracy when evaluating teachers, and that contextual differences in evaluation systems may influence the way principals act upon these goals. When responding to systemic leniency in teacher evaluations, solutions should increase accuracy in ways that minimally interfere with principals' other beneficial goals.

Classroom observation is a common approach to teacher evaluation. Yet, concerns about differences in rater judgment are widespread. Despite this concern, few researchers have examined the practical impact of such differences in rater judgments on teachers' judged effectiveness. This study fills that gap. Using data from a large-scale teacher evaluation system, we found substantial differences in principal severity that affected teachers' classification within performance categories. We then demonstrate a technique that researchers and practitioners can use to control for differences in rater severity -- thus limiting the degree to which rater severity differences can threaten the fairness of classroom observations. We discuss implications for research and practice.

The COVID-19 pandemic and related school closures greatly interfered in students' social, emotional, and academic development creating behavioral struggles after returning to school. This concurrent mixed-methods study examined teacher perceptions of student behavioral change and social–emotional learning (SEL) during the return to in-person schooling in fall 2021. Teachers (N = 120) from a Midwestern state completed online surveys consisting of both closed and open-ended questions about student's social, emotional, and academic behavior. Teachers also responded to questions about SEL program implementation in their schools before and during the pandemic. Teachers overwhelmingly reported worsened student behavior since returning to school. Content analysis revealed academic motivation struggles were most often reported, followed by social and emotional struggles, respectively. Additionally, teachers from schools with SEL programs were significantly less likely to report academic motivation struggles. Findings suggest that SEL programs may help mitigate COVID-related academic motivation struggles. Possibilities for future research on student behavior and SEL as the pandemic recedes are discussed. [ABSTRACT FROM AUTHOR]

In most U.S. schools, teachers are evaluated using observation of teaching practice (OTP). This study investigates rater effects on OTP ratings among 421 principals in an authentic teacher evaluation system. Many-facet Rasch analysis (MFR) using a block of shared ratings revealed that principals generally (a) differentiated between more and less effective teachers, (b) rated their teachers with leniency (i.e., overused higher rating categories), and (c) differentiated between teaching practices (e.g., "Cognitive Engagement" vs. "Classroom Management") with minimal halo effect. Individual principals varied significantly in degree of leniency, and approximately 12% of principals exhibited severe rater bias. Implications for use of OTP ratings for evaluating teachers' effectiveness are discussed. Strengths and limitations of MFR to analyze rater effects in OTP are also discussed.

Teacher evaluation systems commonly rely on observation of teaching practice (OTP) by school principals. However, the value of OTP as evidence of teacher effectiveness depends on its psychometric quality. In this study, we address a key aspect of the psychometric quality of principals' OTP ratings. Specifically, we investigate the degree to which rating scale categories have a consistent interpretation across teaching episodes and practices. Results suggest that the 1,324 principals' use of the rating scale categories functioned as intended overall. However, we also found that the midpoint category is underutilized and that rating categories do not always reflect similar levels of teaching effectiveness across teaching episodes and practices. When such discrepancies occur, we cannot assume principals' ratings reflect a consistent level of teacher effectiveness within and across classrooms. This is a critical component of validity evidence that can inform the interpretation of OTP ratings and point to areas for improvement in both the rubrics and in principals' training for classroom observations.

AbstractMiddle school students’ prosocial behavior, classroom engagement, and sense of belonging tend to decline across the school year. This study addressed whether these declines are associated with students’ perceptions of their relationship with their teacher and the extent to which their teacher promoted respect among classmates. Self-report surveys were gathered in fall and spring from middle school students (N = 351) in low-income, rural communities. Results indicated within-year declines for boys in prosocial behavior, affective engagement, belonging, student-teacher relationships, and teacher promotion of classroom respect; there were smaller to no effects for girls. However, when students perceived improvements in their teacher’s social-emotional practices over the school year, they reported increased prosocial behavior, engagement and belonging at the end of the school year. Results were stronger for boys. These results suggest that students’ perceptions of their teachers’ social-emotional practices can have important implications for their engagement and social development across the school year, especially among boys. Suggestions for classroom-based interventions are discussed. [ABSTRACT FROM AUTHOR]

Research on factors that may promote engagement is hampered by the absence of a measure of classroom-level engagement. Literature has suggested that engagement may have 3 dimensions--affective, behavioral, and cognitive. No existing engagement scales measure all 3 dimensions at the classroom level. The Classroom Engagement Inventory (CEI) was developed to fill this gap. In Study 1, exploratory and confirmatory factor analyses were conducted on data from 3,481 students from the 4th to 12th grade. The results suggested a 4-factor model of the CEI. Using these results, in Study 2 several items were revised and data were collected 1 year later from 4th to 12th grade students in the same school district as Study 1. Analyses were conducted on data from 3,560 students after data cleaning. A series of potential models was tested. The final results suggest a 5-factor 24-item CEI: (1) Affective Engagement, (2) Behavioral Engagement--Compliance, (3) Behavioral Engagement--Effortful Class Participation, (4) Cognitive Engagement, and (5) Disengagement. Results advance understanding of the construct of classroom engagement. The CEI fills a significant gap in measurement of engagement. The CEI is classroom level, measures multiple dimensions of engagement, uses self-report, is relatively short, and can be readily administered in classrooms from the 4th to 12th grade.

The authors argue that the prospect of performance can motivate students to learn. He uses a study of the Above and Beyond program at a K-5 school, where students appeared to be more interested in their subjects and learn more effectively when given the opportunity to display or perform in front of an audience.

Research has shown that students who do not get enough sleep are more likely to misbehave in school and have lower academic achievement than their peers with healthy sleeping habits. In this article, Christi A. Bergin and David A. Bergin share research into students' sleep habits and conclude that helping students get adequate sleep has potential to raise academic achievement. They encourage teachers to talk with parents when students show signs of sleep deprivation. They also recommend that school eliminate late-night activities, ensure that homework does not require students to stay up late, and consider changing their start time.

Attachment influences students' school success. This is true of students' attachment to their parents, as well as to their teachers. Secure attachment is associated with higher grades and standardized test scores compared to insecure attachment. Secure attachment is also associated with greater emotional regulation, social competence, and willingness to take on challenges, and with lower levels of ADHD and delinquency, each of which in turn is associated with higher achievement. These effects tend to be stronger for high-risk students. In this era of accountability, enhancing teacher-student relationships is not merely an add-on, but rather is fundamental to raising achievement. Understanding the role of attachment in the classroom will help educators be more effective, particularly with challenging students. Twelve suggestions to improve teacher-student relationships and school bonding are provided.

Teachers were trained to use reinforcement and induction to increase prosocial behavior in a sample of 98 children in Head Start-affiliated preschools, using a peer coaching model. There was one control group and three intervention groups: reinforcement-only, induction-only, and reinforcement-and-induction. Results indicated that the intervention groups showed a significant increase in total classroom prosocial behavior compared to the control group. The induction-only group increased dramatically in affection. The reinforcement-only group increased more in helping, sharing, and cooperation than in affection and comforting. Teacher behaviors in the classroom did not reflect conclusively that they were using the intervention strategies, possibly due to inadequate measurement. (Contains 4 tables.)

This article describes EXCEL, a program that encourages youth underrepresented in higher education to enroll in higher education, specifically at the sponsoring university. Eighty-three eighth grade students with GPA of B and above and standardized test scores at grade level or above were randomly assigned to the program or to a control group. The program guaranteed a scholarship to the sponsoring university and provided enrichment activities throughout high school. Program students were more likely to enroll at the sponsoring university than were control students. However, program and control students enrolled in higher education at rates that did not differ significantly. No differences were detected in self-esteem or high school GPA. Program students desired more education than control students. The results suggest that scholarship incentive and support programs that target average to above average achieving students in the eighth grade may not raise the overall number of aspiring minority youth attending college, but may be useful to specific universities to raise their minority enrollment.

Addresses the affective quality of the parent-child relationship during shared book reading. Finds a significant difference in the affective quality of the parent-child relationship related to both the child's attitude toward reading and the child's reading fluency. Notes dyads who were affectionate during shared reading had children who were less frustrated with and more engaged in reading than less affectionate dyads. (RS)

Research on factors that may promote engagement is hampered by the absence of a measure of classroom-level engagement. Literature has suggested that engagement may have 3 dimensions--affective, behavioral, and cognitive. No existing engagement scales measure all 3 dimensions at the classroom level. The Classroom Engagement Inventory (CEI) was developed to fill this gap. In Study 1, exploratory and confirmatory factor analyses were conducted on data from 3,481 students from the 4th to 12th grade. The results suggested a 4-factor model of the CEI. Using these results, in Study 2 several items were revised and data were collected 1 year later from 4th to 12th grade students in the same school district as Study 1. Analyses were conducted on data from 3,560 students after data cleaning. A series of potential models was tested. The final results suggest a 5-factor 24-item CEI: (1) Affective Engagement, (2) Behavioral Engagement-Compliance, (3) Behavioral Engagement-Effortful Class Participation, (4) Cognitive Engagement, and (5) Disengagement. Results advance understanding of the construct of classroom engagement. The CEI fills a significant gap in measurement of engagement. The CEI is classroom level, measures multiple dimensions of engagement, uses self-report, is relatively short, and can be readily administered in classrooms from the 4th to 12th grade. [ABSTRACT FROM AUTHOR]