Barriers and Facilitators to Implementation of BEST in CLASS

Granger, Kristen L.; Sutherland, Kevin S.; Conroy, Maureen A.; Hetrick, Allyse A.; Parnell, E.

doi:10.1080/09362835.2020.1727335

Cited by 3 publications

(6 citation statements)

References 45 publications

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“…We found evidence of moderation by study quality indices, which predicted significant mean differences in student externalizing behaviors. However, this finding warrants much deeper analyses as it remains unclear to what degree quality of implementation impacted the effectiveness USB SEL interventions due to the lack of data (Domitrovich et al, 2019; Granger et al, 2020; Sutherland & McLeod, 2022).…”

Section: Discussionmentioning

confidence: 99%

“…Program implementation Durlak et al (2011) found that programs that monitored implementation (i.e., fidelity) were more effective than those that did not. Most measures of implementation consider fidelity, or the extent to which the program was implemented as intended (e.g., lessons were delivered, core principles were implemented) and there is growing evidence supporting the important roles of implementation fidelity and implementation quality (Domitrovich et al, 2019;Granger et al, 2020;Low et al, 2016;Sutherland & McLeod, 2022). Given the substantial growth and focus on implementation, a contemporary meta-analysis is well suited to identify the role of monitoring other aspects of quality implementation, beyond fidelity, that have been associated with improved outcomes, such as the dosage delivered, quality of program delivery, or participant engagement (Low et al, 2016).…”

Section: From "What" To "How": Advances In Usb Sel Implementation Sci...mentioning

confidence: 99%

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The state of evidence for social and emotional learning: A contemporary meta‐analysis of universal school‐based SEL interventions

et al. 2023

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This article provides a systematic review and meta‐analysis of the current evidence for universal school‐based (USB) social and emotional learning (SEL) interventions for students in kindergarten through 12th grade available from 2008 through 2020. The sample includes 424 studies from 53 countries, reflecting 252 discrete USB SEL interventions, involving 575,361 students. Results endorsed that, compared to control conditions, students who participate in USB SEL interventions experienced significantly improved skills, attitudes, behaviors, school climate and safety, peer relationships, school functioning, and academic achievement. Significant heterogeneity in USB SEL content, intervention features, context, and implementation quality moderated student experiences and outcomes. Strengths and limitations of this evidence and implications for future USB SEL research, policy, and practice are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: From "What" To "How": Advances In Usb Sel Implementation Sci...mentioning

confidence: 99%

The state of evidence for social and emotional learning: A contemporary meta‐analysis of universal school‐based SEL interventions

et al. 2023

View full text Add to dashboard Cite

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“…We maintained these interventions in our analysis and found evidence of moderation by study quality indices, which predicted significant mean differences in student externalizing behaviors. data (Domitrovich et al, 2019;Granger et al, 2020;Sutherland & McLeod, 2021). This issue is not new, it was previously reported that nearly half of studies did not monitor implementation.…”

Section: Challenges and Opportunities For Social And Emotional Learningmentioning

confidence: 99%

“…Durlak et al (2011) found that programs that monitored implementation (i.e., fidelity) were more effective than those that did not. Most measures of implementation consider fidelity, or the extent to which the program was implemented as intended (e.g., lessons were delivered, core principles were implemented) and there is growing evidence supporting the important roles of implementation fidelity and implementation quality (Domitrovich et al, 2019;Granger et al, 2020;Low et al, 2016;Sutherland & McLeod, 2021).…”

mentioning

confidence: 99%

Stage 2 Report: The State of the Evidence for Social and Emotional Learning: A Contemporary Meta-Analysis of Universal School-Based SEL Interventions

Cipriano¹,

Strambler²,

Naples³

et al. 2023

Preprint

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This article provides a systematic review and meta-analysis of the current evidence for universal school-based (USB) social and emotional learning (SEL) interventions for students in kindergarten through 12th grade available from 2008 through 2020. The sample includes 424 studies from 53 countries, reflecting 252 discrete USB SEL interventions, involving 575,361 students. Results endorsed that, compared to control conditions, students who participate in USB SEL interventions experienced significantly improved skills, attitudes, behaviors, school climate and safety, peer relationships, school functioning, and academic achievement. Significant heterogeneity in USB SEL content, intervention features, context, and implementation quality moderated student experiences and outcomes. Strengths and limitations of this evidence and implications for future USB SEL research, policy, and practice are discussed.

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“…De igual forma, si bien un número importante de programas para el ASE que han sido prediseñados muestran una alta efectividad en su implementación (Aidman y Price, 2018;Capp et al, 2018;Fox et al, 2021;Granger et al, 2020;Mira-Galvañ y Gilar-Cobi, 2020;Mira-Galvañ y Gilar-Cobi, 2021;Ohrt et al, 2020;Usakli, 2018), Valarezo et al (2022) destacan la importancia de que estos programas se hayan diseñado para el contexto específico donde se han de implementar, con base en un diagnóstico previo de necesidades y con la implicación de toda la comunidad educativa.…”

Section: Introductionunclassified

Plan de Apoyo al Aprendizaje Socioemocional en una escuela de lenguaje chilena

Sotomayor Soloaga,

Leiva Largo

2023

REXE

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El cambio paradigmático de una educación academicista a una holística ha instalado importantes temáticas dentro de los establecimientos educacionales, impulsando la necesidad y responsabilidad que estos tienen respecto a la formación de un ser humano integral, autónomo y empático. El objetivo de la educación hoy más que nunca está puesto en potenciar aprendizajes para la vida, más allá de contenidos netamente curriculares, rompiendo con la dicotomía existente en la cual se tiende a separar lo emocional de lo académico. En este contexto, se presenta la experiencia de implementación de un Programa de Apoyo al Aprendizaje Socioemocional (ASE), en el marco del Plan de Gestión de Convivencia Escolar (PGCE) de una escuela especial de lenguaje chilena, llevado a cabo durante los meses de marzo a septiembre del año 2021. Por medio de un conjunto de acciones sensibilización, capacitación y acompañamiento para promover el trabajo colaborativo de las profesionales y los equipos de aula se favoreció el desarrollo del ASE en estudiantes de formación inicial potenciando las competencias docentes en esta materia e impactando el contexto escolar relevando su rol como garante del aprendizaje y resguardo socioemocional. La reflexión final da cuenta de la necesidad de contar con planes contextualizados e inclusivos en el sentido de incorporar desde etapas iniciales a los diversos grupos implicados en la formación del estudiante.

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Barriers and Facilitators to Implementation of BEST in CLASS

Cited by 3 publications

References 45 publications

The state of evidence for social and emotional learning: A contemporary meta‐analysis of universal school‐based SEL interventions

The state of evidence for social and emotional learning: A contemporary meta‐analysis of universal school‐based SEL interventions

Stage 2 Report: The State of the Evidence for Social and Emotional Learning: A Contemporary Meta-Analysis of Universal School-Based SEL Interventions

Plan de Apoyo al Aprendizaje Socioemocional en una escuela de lenguaje chilena

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