Readiness to Implement School-Based Social-Emotional Learning Interventions: Using Research on Factors Related to Implementation to Maximize Quality

Readiness to Implement School-Based Social-Emotional Learning Interventions: Using Research on... Prev Sci (2015) 16:1037–1043 DOI 10.1007/s11121-015-0612-5 Readiness to Implement School-Based Social-Emotional Learning Interventions: Using Research on Factors Related to Implementation to Maximize Quality 1 2,3 Shannon B. Wanless & Celene E. Domitrovich Published online: 14 October 2015 Society for Prevention Research 2015 In the past several years, interest in social and emotional learn- accountability requirements, early childhood education pro- ing (SEL) has grown significantly. What was once a special- grams and schools are implementing SEL interventions more ized domain of educational research and practice is now a frequently than in the past. Interest in SEL interventions has significant movement with greater numbers of practitioners, also increased internationally (for examples, see Kam and Yick 2013; Yoshikawa et al. 2015). Using evidence-based policy-makers, and researchers recognizing the importance of social and emotional competence for students’ success in SEL interventions, however, is not enough to ensure positive school and life (Durlak et al. 2015). SEL involves fostering outcomes. The success of an intervention on children’ssocial social and emotional competencies in children through vari- emotional competence depends on how it is implemented ous strategies including direct instruction and student- (e.g., Durlak and Dupre 2008;Durlaketal. 2011;Elias centered practices that create engaging learning environments 2006; http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Prevention Science Springer Journals

Readiness to Implement School-Based Social-Emotional Learning Interventions: Using Research on Factors Related to Implementation to Maximize Quality

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Publisher
Springer US
Copyright
Copyright © 2015 by Society for Prevention Research
Subject
Medicine & Public Health; Public Health; Health Psychology; Child and School Psychology
ISSN
1389-4986
eISSN
1573-6695
D.O.I.
10.1007/s11121-015-0612-5
Publisher site
See Article on Publisher Site

Abstract

Prev Sci (2015) 16:1037–1043 DOI 10.1007/s11121-015-0612-5 Readiness to Implement School-Based Social-Emotional Learning Interventions: Using Research on Factors Related to Implementation to Maximize Quality 1 2,3 Shannon B. Wanless & Celene E. Domitrovich Published online: 14 October 2015 Society for Prevention Research 2015 In the past several years, interest in social and emotional learn- accountability requirements, early childhood education pro- ing (SEL) has grown significantly. What was once a special- grams and schools are implementing SEL interventions more ized domain of educational research and practice is now a frequently than in the past. Interest in SEL interventions has significant movement with greater numbers of practitioners, also increased internationally (for examples, see Kam and Yick 2013; Yoshikawa et al. 2015). Using evidence-based policy-makers, and researchers recognizing the importance of social and emotional competence for students’ success in SEL interventions, however, is not enough to ensure positive school and life (Durlak et al. 2015). SEL involves fostering outcomes. The success of an intervention on children’ssocial social and emotional competencies in children through vari- emotional competence depends on how it is implemented ous strategies including direct instruction and student- (e.g., Durlak and Dupre 2008;Durlaketal. 2011;Elias centered practices that create engaging learning environments 2006;

Journal

Prevention ScienceSpringer Journals

Published: Oct 14, 2015

References

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