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Am J Community Psychol. 2013 Jun;51(3-4):530-43. doi: 10.1007/s10464-013-9570-x.
The RULER Approach to Social and Emotional Learning ("RULER") is designed to improve the quality of classroom interactions through professional development and classroom curricula that infuse emotional literacy instruction into teaching-learning interactions. Its theory of change specifies that RULER first shifts the emotional qualities of classrooms, which are then followed, over time, by improvements in classroom organization and instructional support. A 2-year, cluster randomized controlled trial was conducted to test hypotheses derived from this theory. Sixty-two urban schools either integrated RULER into fifth- and sixth-grade English language arts (ELA) classrooms or served as comparison schools, using their standard ELA curriculum only. Results from multilevel modeling with baseline adjustments and structural equation modeling support RULER's theory of change. Compared to classrooms in comparison schools, classrooms in RULER schools exhibited greater emotional support, better classroom organization, and more instructional support at the end of the second year of program delivery. Improvements in classroom organization and instructional support at the end of Year 2 were partially explained by RULER's impacts on classroom emotional support at the end of Year 1. These findings highlight the important contribution of emotional literacy training and development in creating engaging, empowering, and productive learning environments.
RULER 方法（“RULER”）是一种社会和情感学习方法，旨在通过专业发展和课堂课程来提高课堂互动的质量，这些课程将情感素养教学融入教学互动中。其变革理论规定，RULER 首先改变课堂的情感品质，然后随着时间的推移，改善课堂组织和教学支持。进行了一项为期 2 年的集群随机对照试验，以检验源自该理论的假设。62 所城市学校将 RULER 融入五年级和六年级的英语语言艺术（ELA）课堂，或者仅使用其标准的 ELA 课程作为对照学校。经过基线调整和结构方程建模的多层次建模结果支持 RULER 的变革理论。与对照学校的课堂相比，RULER 学校的课堂在第二年课程结束时表现出更大的情感支持、更好的课堂组织和更多的教学支持。第二年结束时的课堂组织和教学支持的改善部分归因于 RULER 在第一年结束时对课堂情感支持的影响。这些发现强调了情感素养培训和发展在创造参与式、赋权和富有成效的学习环境方面的重要贡献。
