Conceptual Foundations and Components of a Contextual Intervention to Promote Student Engagement During Early Adolescence: The Supporting Early Adolescent Learning and Social Success (SEALS) Model

Farmer, Thomas W.; Hamm, Jill V.; Lane, Kathleen Lynne; Lee, David; Sutherland, Kevin S.; Hall, Cristin M.; Murray, Robert A.

doi:10.1080/10474412.2013.785181

Cited by 30 publications

(46 citation statements)

References 57 publications

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“…Also, it relates to the idea that teachers have facilitative roles, next to authoritative roles (Gest and Rodkin 2011;Gest et al 2014). The SEALS research program (Supporting Early Adolescent Learning and Social Success) is a good example of an intervention that can enhance teachers' capacities to manage social dynamics in the classroom and can promote supportive school environments (Farmer et al 2013).…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

Considerations for classroom seating arrangements and the role of teacher characteristics and beliefs

et al. 2016

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As a part of classroom management, teachers face the question of how and where to seat their students. However, it is far from clear what considerations teachers have when making seating arrangements. Therefore, in this study seating arrangement considerations from 50 teachers in grades 4-6 of elementary school were assessed. In Phase 1, teachers were interviewed about their goals and considerations for classroom seating arrangements. Teachers mentioned between 2 and 19 reasons for placing students at specific places in the classroom, with mostly academic considerations. They mainly preferred arrangements in small groups to promote student cooperation. In Phase 2, teachers completed a questionnaire about seating arrangements. This allowed us to examine individual differences between teachers related to gender, years of experience, and beliefs, and the concurrence between the interview and questionnaire data. Teachers reported multiple and various considerations for seating arrangements. Correlations with their general student-oriented or subject-oriented beliefs and personal characteristics were low. The concurrence between measurement methods also was low. The discussion focused on teacher awareness of classroom seating arrangements as an important part of classroom management and a tool for prevention and intervention.

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Section: Limitations and Future Directionsmentioning

confidence: 99%

Considerations for classroom seating arrangements and the role of teacher characteristics and beliefs

et al. 2016

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“…The SEALS model involves three complementary classroom management components: Academic Engagement Enhancement (AEE), Competence Enhancement Behavior Management (CEBM), and Social Dynamics Management (SDM; T. W. Farmer et al, 2013).…”

Section: The Present Studymentioning

confidence: 99%

Directed Consultation, the SEALS Model, and Teachers’ Classroom Management

Motoca

Farmer

Hamm

et al. 2014

Journal of Emotional and Behavioral Disorders

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Directed consultation is presented as a professional development framework to guide and support teachers in the implementation of evidence-based interventions that involve contextual and process-oriented approaches designed to be incorporated into daily classroom management. This approach consists of four components: pre-intervention observations and interviews with school professionals, professional development workshops, online training modules, and team- and individual-level implementation meetings. In the current study, directed consultation was used to train sixth-grade teachers to use the Supporting Early Adolescent Learning and Social Support (SEALS) program, a multicomponent intervention model, to promote productive and supportive classroom contexts during the transition to middle school. The current report involved classroom observations in 14 schools (7 interventions, 7 controls) as part of a broader cluster-randomized control trial. A total of 144 classrooms were observed in late fall of the sixth grade during ongoing professional development training activities and again in the spring at the completion of the SEALS training. As compared with control classrooms, teachers in intervention classrooms used more positive feedback and less negative feedback and redirection. Furthermore, teachers in intervention classrooms provided more effective use of classroom structure, feedback to students, behavior management, communication with students, groups and social dynamics, and motivation strategies. Results are discussed in terms of implications for professional development activities aimed at enhancing classroom management.

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“…A review of the literature on coaching (Stormont, Reinke, Newcomer, Marchese, & Lewis, 2015) found that 86% of studies showed that coaching increased teacher use of social behavioural interventions. In addition, two studies involving randomised control trials (Farmer et al, 2013;Motoca et al, 2014) have looked at the effects of a directed consultation model on the implementation of a universal classroom management program to support early adolescent development in middle schools. Teachers receiving training and follow-up consultation support were found to use more positive feedback and structure their classrooms more effectively for increased student engagement, and were also more able to identify students needing support to form prosocial relationships.…”

Section: Implementation Supportsmentioning

confidence: 99%

Towards Implementation of Evidence-Based Practices for Classroom Management in Australia: A Review of Research Abstract

Hepburn¹,

Beamish²

2019

AJTE

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The components of effective classroom management are well established; yet concerns regarding student disengagement and the underuse of evidence-based behaviour support practices in Australian schools remain. This paper reports the findings from a systematic literature review conducted to identify what is currently known about teacher implementation of evidence-based classroom management practices. The analysis indicates that teachers underuse many evidence-based practices but may over-report frequency of use. Australian research on teacher implementation of evidence-based practices for classroom management is lacking, and the impact of Schoolwide Positive Behaviour Support (SWPBS) implementation on teacher practice is unknown, despite the adoption of SWPBS in many Australian jurisdictions.

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Conceptual Foundations and Components of a Contextual Intervention to Promote Student Engagement During Early Adolescence: The Supporting Early Adolescent Learning and Social Success (SEALS) Model

Cited by 30 publications

References 57 publications

Considerations for classroom seating arrangements and the role of teacher characteristics and beliefs

Considerations for classroom seating arrangements and the role of teacher characteristics and beliefs

Directed Consultation, the SEALS Model, and Teachers’ Classroom Management

Towards Implementation of Evidence-Based Practices for Classroom Management in Australia: A Review of Research Abstract

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