“I feel I have received a new vision:” An analysis of teachers' professional development as they work with students on interpersonal issues

Aðalbjarnardóttir, Sigrún; Selman, Robert L.

doi:10.1016/s0742-051x(96)00036-4

Cited by 29 publications

(18 citation statements)

References 17 publications

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“…Such findings suggest that it is beneficial when teachers see the value of implementing the prevention-related program and have the necessary background knowledge to do so. 38 In addition, provider gender (i.e., male) was significantly predictive of beliefs concerning peer normative tobacco and alcohol use behavior. The current study was conducted in rural communities where behavior patterns, such as substance use, of most community members, particularly authority figures (e.g., teachers), tend to be common knowledge among all residents including students.…”

Section: Implications For Practicementioning

confidence: 95%

Program Provider and Observer Ratings of School-Based Preventive Intervention Implementation: Agreement and Relation to Youth Outcomes

2004

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Few prevention studies have examined the degree to which different measures of program implementation adherence predict youth outcomes. The current study was conducted with rural middle school youth participating in a longitudinal school-based preventive intervention program. Study participants' average age at the pretest assessment was 12.3 years. The association between program implementation ratings supplied by provider self-reports and trained independent observer reports were evaluated. In addition, the relationship between measures of implementation and youth outcomes were examined. Results indicated that although program providers tended to report higher implementation than independent observers, most ratings were correlated significantly across raters. Observer-reported implementation ratings significantly predicted several youth substance-related outcomes, while provider-reported self-ratings did not. Program provider characteristics predicted several youth outcomes. Findings suggest that there might be a social desirability bias in provider self-reported ratings of implementation and that caution must be used when interpreting self-reported ratings of implementation.

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Section: Implications For Practicementioning

confidence: 95%

Program Provider and Observer Ratings of School-Based Preventive Intervention Implementation: Agreement and Relation to Youth Outcomes

2004

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“…The parent outreach component of the program was not evaluated at all. Furthermore, although the evaluation results indicated that the number of lessons taught is key to the effectiveness of the program, the design did not assess variation in the quality of how the lessons were taught or in teachers' understanding and internalization of the skills they were teaching (see, Adalbarnardottir, 1999;Adalbarnardottir &: Selman, 1997).…”

Section: Resolving Conflict Creatively Program (Rccp)mentioning

confidence: 99%

Evaluating the Effectiveness of School‐Based Violence Prevention: Developmental Approaches

Henrich¹,

Brown²,

Aber³

1999

Social Policy Report

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“…The more that training can demonstrate the essential skills and practices and give teachers an opportunity to begin using them, the better prepared they are. Like their students, teachers need skill development and direct instruction that emphasizes learning patterns with repetition and reinforcement (Adalbjarnardottir and Selman, 1997). Rachel Poliner (2003) talks about the learning curve needed for students and teachers to learn new skills.…”

Section: Implications For Practicementioning

confidence: 99%

Building the container: Curriculum infusion and classroom climate

Jones

Sanford

2003

Conflict Resolution Qtrly

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This research investigates the impact of conflict resolution education infused into language arts, math, and science curricula on middle school students' perceptions of classroom climate. The pretest, posttest field experiment compared master teachers, novice teachers, and control classes over a yearlong period of intervention. Results give strong evidence for the positive impact of infused conflict education.A sk a handful of teachers and they will agree that you cannot teach a student who does not feel physically and emotionally safe in class. It is critical to "build the container" of a caring community in the classroom to promote social and emotional development as well as academic achievement. These results from one site in the National Curriculum Integration Project give evidence that CRE builds a caring community.The National Curriculum Integration Project (NCIP) was initiated in 1996 when a collaborative team of conflict resolution experts committed to developing and piloting a curriculum infusion and integration model for conflict resolution education. The collaborators developed a theoretical model that blended components of conflict resolution education, social and emotional learning, antibias education, and law-related education. In

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“I feel I have received a new vision:” An analysis of teachers' professional development as they work with students on interpersonal issues

Cited by 29 publications

References 17 publications

Program Provider and Observer Ratings of School-Based Preventive Intervention Implementation: Agreement and Relation to Youth Outcomes

Program Provider and Observer Ratings of School-Based Preventive Intervention Implementation: Agreement and Relation to Youth Outcomes

Evaluating the Effectiveness of School‐Based Violence Prevention: Developmental Approaches

Building the container: Curriculum infusion and classroom climate

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