Teachers' Observations of Learners' Social and Emotional Learning: Psychometric Evidence for Program Evaluation in Education in Emergencies

Kim, Ha Yeon; Gjicali, Kalina; Wu, Zezhen; Dolan, Carly Tubbs

doi:10.33682/3nr1-3ksq

Cited by 3 publications

(5 citation statements)

References 49 publications

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“…Two subscales of TOOLSEL (Kim et al, 2021)—the Prosocial Behavior and Academic Engagement and the Social Problems scales were used to capture teacher assessment of children's social skills. The Prosocial Behavior and Academic Engagement scale consisted of six items such as “works hard” and “shows empathy and compassion” (ω = 0.95 for both waves).…”

Section: Methodsmentioning

confidence: 99%

“…The Working Memory Functioning subscale of the Teacher Observation of Learners’ Social and Emotional Learning (TOOLSEL; Kim et al, 2021) was used to reflect teachers' assessment of the children's executive function. This scale consists of four items such as “Remember lists or items” and “Follow multistep instructions.” Model-based estimates of internal consistency were high, ω = 0.91 at baseline and ω = 0.93 at endline.…”

Section: Methodsmentioning

confidence: 99%

“…Executive Functioning Skills (Teacher Report). The Working Memory Functioning subscale of the Teacher Observation of Learners' Social and Emotional Learning (TOOLSEL; Kim et al, 2021) was used to reflect teachers' assessment of the children's executive function. This scale consists of four items such as "Remember lists or items" and "Follow multistep instructions."…”

Section: Proximal Outcomes Component 1: Executive Function (Brain Bui...mentioning

confidence: 99%

“…Emotional and Behavioral Regulation (Teacher Report). The eight-item Emotional and Behavioral Regulation scale of the TOOLSEL (Kim et al, 2021) captured teacher reports of children's emotional and behavioral regulation in classrooms. Example items include "waits to be called on," "uses self-control techniques," and "controls temper" (ω =0.97 for both waves).…”

Section: Proximal Outcomes Components 2 and 5: Emotion Regulation And...mentioning

confidence: 99%

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Testing the impact of a skill-targeted social and emotional learning curriculum and its variation by pre- and postmigration conflict experiences: A cluster randomized trial with Syrian refugee children in Lebanon.

Kim¹,

Brown²,

Dolan³

et al. 2023

Journal of Educational Psychology

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Social and emotional learning (SEL) programs are increasingly embraced by the global humanitarian sector as a potential strategy for supporting refugee children's psychosocial adaptation and learning. However, little evidence is available on the effectiveness of such SEL programs in humanitarian settings. Even less is known about whether such SEL programs can be equally effective, more beneficial, or even harmful, for children who were exposed to higher levels of conflict, in the context of war and/or postmigration settings. This study evaluates the effectiveness of a universal, multicomponent, skill-targeted SEL curriculum embedded in nonformal remedial education programming, the Five-Component SEL (5CSEL), for improving 20 proximal and distal outcomes. The large-scale cluster randomized controlled trial was conducted in 57 community sites (170 classrooms) in Lebanon with 4,289 Syrian refugee children (Mage = 9.16, SD = 2.34; 50% female). It examined both the impact of 5CSEL and the impact variation by children's level of exposure to war violence, family conflict, and school victimization. The findings do not provide conclusive evidence of the effectiveness of 5CSEL. However, we find promising signs of impacts in a number of the outcomes (effect sizes = 0.06–0.18 SD), suggesting the malleability of refugee children's SEL skills across multiple domains when given sufficient, targeted, and comprehensive support. Finally, we find little evidence of variation in impact by the level of exposure to conflict experiences, supporting the arguments for the benefits of universal SEL programming. These results provide promising directions for practitioner communities to invest in further development and revision of the SEL program contents and strategies.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Proximal Outcomes Component 1: Executive Function (Brain Bui...mentioning

confidence: 99%

Section: Proximal Outcomes Components 2 and 5: Emotion Regulation And...mentioning

confidence: 99%

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Testing the impact of a skill-targeted social and emotional learning curriculum and its variation by pre- and postmigration conflict experiences: A cluster randomized trial with Syrian refugee children in Lebanon.

Kim¹,

Brown²,

Dolan³

et al. 2023

Journal of Educational Psychology

Self Cite

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“…Specifically, the Academic Problems subscale was used to measure the perceived level of stress in school-related academic events and the Response to Stress: Involuntary Engagement subscale was used to capture children’s involuntary stress reactivity to their perceived school-related stress. These subscales have shown evidence of reliability and validity with Syrian refugee children in Lebanon (Kim et al, 2021).…”

Section: Methodsmentioning

confidence: 99%

Evaluating Program Enhancement Strategies for Remedial Tutoring: A Cluster-Randomized Control Trial With Syrian Refugee Students in Lebanon

Brown,

Gjicali,

Kim

et al. 2023

AERA Open

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Despite widespread enthusiasm for remedial education programming with refugee populations, there is little rigorous evidence on how to design and implement such programs. We employ a cluster-randomized design of non-equivalent treatment groups to test the impact of access to two types of program enhancement: longer program duration and the addition of skill-targeted social and emotional learning (SEL) activities for Syrian refugees enrolled in Lebanese public schools. We find that, compared to 10 weeks of programming, 26 weeks marginally increases students’ literacy skills (ES = 0.04) and significantly improves behavioral regulation (ES = 0.31), but students reported less positive perceptions of their public school environment (ES= −0.83 to −0.89) and remedial tutoring site (ES= −0.15 to −0.24). We also find that the addition of skill-targeted SEL activities to 26 weeks of programming results in higher student reports of school-related stress compared to programming without skill-targeted activities (ES = 0.21). Implications for program and policy are discussed.

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Children's learning and development in conflict- and crisis-affected countries: Building a science for action

et al. 2021

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This paper critically reviews the opportunities and challenges in designing and conducting actionable research on the learning and development of children in conflict- and crisis-affected countries. We approached our review through two perspectives championed by Edward Zigler: (a) child development and social policy and (b) developmental psychopathology in context. The aim of the work was to answer the following questions: What works to enhance children's learning and development in such contexts? By what mechanisms? For whom? Under what conditions? How do experiences and conditions of crisis affect the basic processes of children's typical development? The review is based on a research–practice partnership started in the Democratic Republic of the Congo in 2010 and expanded to research in Niger and Lebanon in 2016. The focus of the research is on the impact of Healing Classrooms (a set of classroom practices) and Healing Classrooms Plus (an additional set of targeted social and emotional learning activities), developed by the International Rescue Committee, on children's academic outcomes and social and emotional learning. We sought to extract lessons from this decade of research for building a global developmental science for action. Special attention is paid to the importance of research–practice partnerships, conceptual frameworks, measurement and methodology. We conclude by highlighting several essential features of a global developmental science for action.

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Teachers' Observations of Learners' Social and Emotional Learning: Psychometric Evidence for Program Evaluation in Education in Emergencies

Cited by 3 publications

References 49 publications

Testing the impact of a skill-targeted social and emotional learning curriculum and its variation by pre- and postmigration conflict experiences: A cluster randomized trial with Syrian refugee children in Lebanon.

Testing the impact of a skill-targeted social and emotional learning curriculum and its variation by pre- and postmigration conflict experiences: A cluster randomized trial with Syrian refugee children in Lebanon.

Evaluating Program Enhancement Strategies for Remedial Tutoring: A Cluster-Randomized Control Trial With Syrian Refugee Students in Lebanon

Children's learning and development in conflict- and crisis-affected countries: Building a science for action

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