Pupils' perceptions of an alternative curriculum: Skill Force

Hallam, Susan; Rogers, Lynne; Rhamie, Jasmine; Shaw, Jacqueline; Rees, E. Frances; Haskins, Heather; Blackmore, Jenny; Hallam, Jonathan

doi:10.1080/02671520601152078

Cited by 14 publications

(31 citation statements)

References 3 publications

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“…The children were interviewed in small groups which varied in size according to availability. Analysis of data collected from parents can be found in the full report (see Hallam et al, 2006).…”

Section: Methodsmentioning

confidence: 99%

“…LAs were encouraged to use the developed materials as part of their own selfevaluations. Details of the full questionnaires can be found in Hallam et al (2006).…”

Section: Methodsmentioning

confidence: 99%

“…Some schools worked with small groups of pupils alongside the main programme. This strand of the programme was evaluated separately and led to some positive outcomes for these at-risk children (see Hallam et al 2006).…”

Section: An Evaluation Of the Seal Programme 329mentioning

confidence: 99%

“…In order to undertake analysis of the data collected from the pupil questionnaires responses were summed into a smaller number of categories based on Cronbach Alpha analysis (for details see Hallam et al 2006 …”

Section: The Children's Perspectivementioning

confidence: 99%

“…This paper focuses on the third strand, the introduction of the SEAL programme. Details of the outcomes of the other strands can be found in Hallam et al (2006).…”

Section: Introductionmentioning

confidence: 99%

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An evaluation of the Social and Emotional Aspects of Learning (SEAL) programme: promoting positive behaviour, effective learning and well‐being in primary school children

Hallam

2009

Oxford Review of Education

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The Social and Emotional Aspects of Learning programme (SEAL), designed to develop children's social, emotional and behavioural skills in the primary school, was part of the Primary Behaviour and Attendance Pilot funded by the then Department for Education and Skills (DfES) and piloted in 25 Local Authorities in the UK. The data collected in the evaluation of the pilot programme included pre-and post-intervention questionnaires for Key Stage (KS)1 and KS2 children in 172 schools, questionnaires for teachers, teaching assistants and head teachers in 29 schools and interviews with school staff and pupils in 13 schools. Of the school staff, 90% agreed that the programme had been at least relatively successful overall. All responding headteachers, 87% of teachers and 96% of non-teaching staff agreed that the programme promoted the emotional wellbeing of children, while 82% of teachers agreed that it increased pupils' ability to control emotions such as anger. Only 48% of teachers agreed that it reduced bullying, although this rose to 74% of non-teaching staff-suggesting that there was a greater impact on playground as opposed to classroom behaviour in this respect. The interview data indicated that the programme had increased staff understanding of the social and emotional aspects of learning and helped them to better understand their pupils, which changed their behaviour, enhanced their confidence in their interactions with pupils, and led them to approach behaviour incidents in a more thoughtful way. Analysis of the responses to the children's questionnaires revealed a range of complex relationships between age, gender, questionnaire responses made prior to the pilot, and school factors which made conclusive interpretation of the data problematic.

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Section: Methodsmentioning

confidence: 99%

“…LAs were encouraged to use the developed materials as part of their own selfevaluations. Details of the full questionnaires can be found in Hallam et al (2006).…”

Section: Methodsmentioning

confidence: 99%

Section: An Evaluation Of the Seal Programme 329mentioning

confidence: 99%

Section: The Children's Perspectivementioning

confidence: 99%

“…This paper focuses on the third strand, the introduction of the SEAL programme. Details of the outcomes of the other strands can be found in Hallam et al (2006).…”

Section: Introductionmentioning

confidence: 99%

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An evaluation of the Social and Emotional Aspects of Learning (SEAL) programme: promoting positive behaviour, effective learning and well‐being in primary school children

Hallam

2009

Oxford Review of Education

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Wellbeing

Layard

Neve

2023

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What produces a happy society and a happy life? Thanks to the new science of wellbeing, we can now answer this question using state-of-the-art empirical evidence. This transforms our ability to base our decisions on the outcomes that matter most, namely the wellbeing of us all including future generations. Written by two of the world's leading experts on the economics of wellbeing, this book shows how wellbeing can be measured, what causes it and how it can be improved. Its findings are profoundly relevant to all social sciences, including psychology, economics, politics, behavioural science and sociology. A field-defining text on a new science that aims to span the whole of human life, this will be an invaluable resource for undergraduate and graduate students, policy-makers and employers, who can apply its insights in their professional and private lives. This title is also available as Open Access on Cambridge Core.

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Implementing Social and Emotional Aspects of Learning (SEAL) in Secondary Schools in England: Issues and Implications

Lendrum¹

2011

PsycEXTRA Dataset

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Act (1988) as amended and regulations issued under it or, where appropriate, in accordance with licensing agreements which the University has from time to time. This page must form part of any such copies made.iii. The ownership of certain Copyright patents, designs, trade marks and other Intellectual property (the "Intellectual Property") and any reproductions of copyright works in the thesis, for example graphs and tables ("Reproductions"), which may be described in this thesis, may not be owned by the author and may be owned by third parties, Such Intellectual Property and Reproductions cannot and must not be made available for use without the prior written permission of the owner(s) of the relevant Intellectual Property and/or Reproductions.

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Pupils' perceptions of an alternative curriculum: Skill Force

Cited by 14 publications

References 3 publications

An evaluation of the Social and Emotional Aspects of Learning (SEAL) programme: promoting positive behaviour, effective learning and well‐being in primary school children

An evaluation of the Social and Emotional Aspects of Learning (SEAL) programme: promoting positive behaviour, effective learning and well‐being in primary school children

Wellbeing

Implementing Social and Emotional Aspects of Learning (SEAL) in Secondary Schools in England: Issues and Implications

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