دورية أكاديمية
Feasibility of Evidence-Based Social and Emotional Learning in Prairie Canadian Schools
| العنوان: | Feasibility of Evidence-Based Social and Emotional Learning in Prairie Canadian Schools |
|---|---|
| اللغة: | English |
| المؤلفون: | Kayla Kilborn (ORCID |
| المصدر: | Canadian Journal of School Psychology. 2024 39(2):132-150. |
| الإتاحة: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Evidence Based Practice, Social Emotional Learning, Feasibility Studies, Teacher Attitudes, Knowledge Level, Stress Variables, Teaching Conditions, Resources, Educational Practices, Predictor Variables, Foreign Countries, Elementary Secondary Education |
| مصطلحات جغرافية: | Canada |
| DOI: | 10.1177/08295735241234782 |
| تدمد: | 0829-5735 2154-3984 |
| مستخلص: | This study examined opportunities and barriers for implementing evidence-based Social and Emotional Learning (SEL) programs in Prairie Canadian Schools. Educators from Manitoba, Saskatchewan and Alberta completed an online survey on SEL feasibility and reported on five feasibility domains: (1) attitudes about SEL, (2) knowledge about SEL, (3) job stress, (4) resources for implementing SEL, and (5) SEL practices. Results indicated that positive attitudes toward SEL significantly predicted increased perceived feasibility for evidence-based SEL implementation. Additionally, both knowledge and access to resources predicted increased SEL practice by Prairie Canadian educators. Analyses for open-ended responses paralleled quantitative results. Specifically, Canadian educators had positive views about SEL programing, but like previous research conducted in other countries, indicated that they require better access to SEL training, and resources (e.g., more time to plan and teach SEL, funding and program materials). A unique Canadian context-related finding from this study was that some Prairie Canadian educators indicated a paucity of French materials for SEL programs, which impeded implementation. In order to effectively implement evidence-based SEL in Prairie Canadian schools, policy makers must address the indicated barriers for Canadian educators, such as increased SEL training and resources, and easy access to appropriate French materials. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1422412 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 0829-5735 2154-3984 |
|---|---|
| DOI: | 10.1177/08295735241234782 |