McCormick Meghan P, Cappella Elise, O'Connor Erin E, McClowry Sandee G
MDRC, 16 East 34th St., New York, NY, 10016, USA,
Am J Community Psychol. 2015 Sep;56(1-2):101-19. doi: 10.1007/s10464-015-9733-z.
This paper examines whether three dimensions of school climate-leadership, accountability, and safety/respect-moderated the impacts of the INSIGHTS program on students' social-emotional, behavioral, and academic outcomes. Twenty-two urban schools and N = 435 low-income racial/ethnic minority students were enrolled in the study and received intervention services across the course of 2 years, in both kindergarten and first grade. Intervention effects on math and reading achievement were larger for students enrolled in schools with lower overall levels of leadership, accountability, and safety/respect at baseline. Program impacts on disruptive behaviors were greater in schools with lower levels of accountability at baseline; impacts on sustained attention were greater in schools with lower levels of safety/respect at baseline. Implications for Social-Emotional Learning program implementation, replication, and scale-up are discussed.
本文探讨了学校氛围的三个维度——领导力、问责制以及安全/尊重——是否调节了“洞察”项目对学生社会情感、行为和学业成果的影响。二十二所城市学校以及N = 435名低收入种族/少数民族学生参与了该研究，并在幼儿园和一年级的两年时间里接受了干预服务。对于基线时领导力、问责制和安全/尊重总体水平较低的学校中的学生，干预对数学和阅读成绩的影响更大。在基线时问责制水平较低的学校中，该项目对破坏性行为的影响更大；在基线时安全/尊重水平较低的学校中，对持续注意力的影响更大。文中还讨论了对社会情感学习项目实施、复制和扩大规模的启示。
