No full-text available
To read the full-text of this research,
you can request a copy directly from the author.
Hayat Bilgisi Öğretim Programının Sosyal-Duygusal Beceriler Açısından Değerlendirilmesi
Abstract
Hayat bilgisi dersi ilkokulun ilk üç yılı içerisinde yer alan temel dersler arasındadır. Temel değerleri içeren bu ders evrensel değerlere de katkı sağlanmaktadır. Hayat bilgisi dersi temel yaşam becerilerine sahip, kendini tanıyan, sağlıklı ve güvenli bir yaşam süren, yaşadığı toplumun değerlerini özümseyen, doğaya ve çevreye duyarlı, araştıran, üreten ve ülkesini seven bireyler yetiştirmeyi amaçlarken aynı zamanda ilkokul çağındaki öğrencilere birey, toplum ve doğa ekseninde temel bilgi, beceri ve değerler kazandırmaktadır Bu araştırmada, Hayat bilgisi dersi öğretim programının sosyal-duygusal beceriler kapsamında incelenerek değerlendirilmesi amaçlanmıştır. Bu kapsamda CASEL beşlisi olarak ifade edilen öz farkındalık, öz yönetim, sosyal farkındalık, ilişki kurma ve karar alma becerileri doğrulusunda program incelenmiştir. Araştırma, durum çalışması deseninde olup veriler doküman analizi tekniği ile toplanmıştır. Araştırma kapsamında elde edilen bulgular, öğretim programının özel amaçları, temel becerileri ve kazanımlarının sosyal-duygusal öğrenmenin beş boyutuna ilişkin pek çok unsuru içerdiğini göstermektedir. Bu kapsamda, hayat bilgisi dersinin çocuklarda sosyal-duygusal becerilerin gelişimine katkı sağladığı, bununla birlikte mutlu ve başarılı bir gelecek için gerekli yaşam boyu öğrenme becerilerini sunduğu anlaşılmaktadır.
... Öz yönetim yetkinliği, bireyin farklı ortamlarda ya da farklı durumlarla karşılaşıldığında dahi duygularını, düşüncelerini ve davranışlarını etkili şekilde yönetebilmesini ifade eder (CASEL, 2019;Esen-Aygün, 2022;Pereira ve Marques -Pinto, 2017;Ross ve Tolan, 2018). CASEL (2019, s. 1) öz yönetim yetkinliğinin "duygusal düzenleme, dürtü kontrolü, stres yönetimi, hedef belirleme, zaman yönetimi, uyum sağlayabilirlik/esneklik, inisiyatif alabilme ve bireysel güdüleme" başlıklarını içerdiğini belirtmiştir. ...
... Öz yönetim yetkinliği, bireyin farklı ortamlarda ya da farklı durumlarla karşılaşıldığında dahi duygularını, düşüncelerini ve davranışlarını etkili şekilde yönetebilmesini ifade eder (CASEL, 2019;Esen-Aygün, 2022;Pereira ve Marques -Pinto, 2017;Ross ve Tolan, 2018). CASEL (2019, s. 1) öz yönetim yetkinliğinin "duygusal düzenleme, dürtü kontrolü, stres yönetimi, hedef belirleme, zaman yönetimi, uyum sağlayabilirlik/esneklik, inisiyatif alabilme ve bireysel güdüleme" başlıklarını içerdiğini belirtmiştir. ...
Ders kitaplarındaki metinler; bir eserden alınmış olsa veya ders kitabına bir bütünün parçası olarak yerleştirilse de başlı başına bir bütündür ve okuyucuya bunu hissettirmelidir. Ders kitaplarına metin seçerken metnin oluşturulma kriterlerine uygun olması; metnin dilin estetiğini ve zenginliğini yansıtıp yansıtmadığı; metnin okunabilirliğinin yanı sıra bilişsel, duyuşsal ve sosyolojik açıdan öğrencilere uygun olup olmadığı gibi çeşitli değişkenlere öncelik verilir. Bu değişkenlerden olan okunabilirlik; “çoğunlukla metinlerin cümle, kelime uzunlukları, bilinmeyen kelime sayısı gibi niceliksel özelliklerinin belirlenmesi ile birlikte metnin, okuyucu için bu yapılar bakımından ne ifade ettiğini” tespit etmeye yarar. Bu bilgilerden hareketle bu çalışmanın amacı, 2022-2023 yılında Milli Eğitim Bakanlığı tarafından kabul edilmiş ve okullarda kullanılmakta olan 3. Sınıf Hayat Bilgisi ders kitabında yer alan metinlerin okunabilirlik düzeyi açısından incelenmesidir. Metinlerin okunabilirlik düzeyleri Flesch tarafından geliştirilen ve Ateşman’ın (1997) Türkçe’ye uyarladığı Okunabilirlik Formülü ile hesaplanmıştır. Betimsel yönteme göre desenlenen çalışmada 3.Sınıf Hayat Bilgisi ders kitabında yer alan 45 metinden 40 tanesi incelemeye tabii tutulmuştur. İncelenen 5 metinden ana metin kısmı 100 kelimeden az olduğu için (Ateşman’ın okunabilirlik formülüne göre hesaplama için ilk 100 kelime alınmaktadır) değerlendirmeye alınmamıştır. Çalışma sonucunda Hayat Bilgisi 3. Sınıf ders kitabında yer alan metinler okunabilirlik düzeyleri açısından “kolay”, “orta güçlükte” ve “zor” olarak sınıflandırılmıştır. Metinlerin büyük çoğunluğunun “orta güçlükte” okunabilirlik seviyesine sahip olduğu görülmüştür.
Social-emotional skills have been shown to be beneficial for many important life outcomes for students. However, previous studies on the topic have suffered from many issues (e.g., consideration of only a small subset of skills, single-informant, and single-cohort design). To address these limitations, this study used a multi-informant (self, teacher, and parent) and multi-cohort (ages 10 and 15 from Finland, N = 5,533) perspective to study the association between 15 social-emotional skills and 20 educational (e.g., school grades), social (e.g., relationships with teachers), psychological health (e.g., life satisfaction), and physical health outcomes (e.g., sleep trouble). Results showed that (a) there was a modest level of inter-rater agreement on social-emotional skills, with the highest agreement between students and parents (mean r = .41); (b) inclusion of multi-informant ratings substantially enhanced the ability of social-emotional skills in predicting outcome variables, with parent- and self-rated skills playing important, unique roles; (c) by modeling skills at the facet-level rather than at the domain-level, we identified the key skills for different outcomes and found significant variation in facets’ predictive utility even within the same domain; (d) although the older cohort showed lower levels of most social-emotional skills (9/15), there were only minor changes in the inter-rater agreement and predictive utility on outcomes. Overall, Self-Control, Trust, Optimism, and Energy were found among the four most important skills for academic and life success. We further identified the unique contribution of each skill for specific outcomes, pointing the way to effective and precise interventions.
Although social-emotional skills are more malleable than cognitive skills and have potential benefits for a range of academic and life outcomes, previous studies on the topic have suffered from many issues (e.g., consideration of only a small subset of skills, single-informant and single-cohort design). To address these limitations, this study used a multi-informant (self, teacher, and parent) and multi-cohort (ages 10 and 15 from Finland, N = 5,533) perspective to study the association between 15 social-emotional skills and 20 educational (e.g., school grades), social (e.g., relationships with teachers), psychological health (e.g., life satisfaction), and physical health outcomes (e.g., sleep trouble). Results showed that (a) there was a modest level of inter-rater agreement on social-emotional skills, with the highest agreement between students and parents (mean r = .41); (b) inclusion of multi-informant ratings substantially enhanced the ability of social-emotional skills in predicting outcome variables, with parent- and self-rated skills playing important, unique roles; (c) by modeling skills at the facet-level rather than at the domain-level, we identified the key skills for different outcomes and found significant variation in facets’ predictive utility even within the same domain; (d) although the old cohort showed lower levels of most social-emotional skills (9/15), there were only minor changes in the inter-rater agreement and predictive utility on outcomes. Overall, Self-Control, Trust, Optimism, and Energy were found among the four most important skills for academic and life success. We further identified unique contribution of each skill for certain outcomes, pointing the way to effective and precise interventions.
Background
The population of frail elders is growing, and due to their vulnerability to sudden deterioration, advance care planning is particularly important. However, advance care planning is uncommon for multiple reasons, some of which are linked to the perceptions of frail elders and their families.
Aim
To explore the barriers and enablers to advance care planning engagement with frail elders.
Design
Qualitative in-depth interviews with thematic analysis.
Setting/participants
Purposive sample of 10 frail elders and 8 nominated family members using a community-based older persons’ service run by a large urban UK hospice. Frail elders had capacity, were ⩾65 (median 85, range 71–95), scored 6 or 7 (median 6.5) on the Clinical Frailty Scale, and 70% were female.
Results
Key barriers were: Advance care planning is unclear, in terms of meaning and the language used; Lack of relevance, with frail elders preferring to focus on living well now; and the Importance of family, relationships and home, and the influence of relationship on end of life decision-making. Engagement strategies included preparing the frail elder for advance care planning conversations and using a gentle, honest, individualised approach.
Conclusions
Essential enablers for frail elders are understanding what advance care planning is and why it may be relevant to them. For professionals, enablers include recognising the importance of living well now and relational decision-making. To further support advance care planning, recommendations include early engagement and re-conceptualising advance care planning as an ongoing process which encompasses current and future care. Further research is needed in different cultures and care contexts.
There is a lively debate about the effect of maximizing and satisficing tendencies on well-being. The question is, whether maximizing and satisficing have an adaptive or maladaptive effect on well-being. There are also issues regarding the conceptu-alization and measurement of maximizing and satisficing tendencies. In a sample of 514 subjects from the general population in Slovakia, a two-component model of maximizing was examined. Satisficing tendency was measured as a separate construct. The results show the usefulness of a two-component model (maximizing as a strategy and maximizing as a goal) in measuring maximizing tendency. Maximizing as a strategy (measured as alternative search) turned out to be maladaptive (positively related to depression and negatively related to happiness), whereas maximizing as a goal (measured as high standards) had no maladaptive effect (no relation with well-being). In addition, the two components were differently associated with personality factors, which strengthens the need to distinguish between them. However, the satisficing tendency measured separately from maximizing tendency was not related to anything which raises a question about the conceptualization and validity of this tendency. The results of the current study, therefore, indicate that the (mal)adaptive effect of these tendencies depends on their conceptualization as well as on how these tendencies are measured, and also on their different relationship with personality factors. However, results also point to the importance of considering the cultural context that may have an effect on the relationship between maximizing and well-being. Therefore, the results may vary due to different cultures.
Adolescents are frequently faced with situations in which they have to make decisions by choosing from a range of possible alternatives. In such circumstances, individual, social, and environmental conditions have an impact on the choice of the final decision in light of the various options presented. The main objective of this study is to analyze the relationship between the psychological well-being of adolescent students and their decision-making style. The research method used corresponds to an ex post facto, quantitative, transversal, correlational, and descriptive design, with an initial sample of 1,262 students from the Autonomous Community of Madrid, Spain, aged 13–19. A subsequent resampling of 385 participants was extracted from the initial sample by proportional allocation to strata (according to the levels of the variables gender, academic year, and educational institution classification) to guarantee the representativeness of the population data. Data collection uses the first Spanish adaptation of Ryff's Psychological well-being Scale and the Flinders Adolescent Decision Making Questionnaire, adapted by Friedman and Mann. The data shows that greater use of adaptive decision-making strategies correlates significantly with greater psychological well-being. In contrast, the correlation is high and negative at the intersection of the maladaptive decision-making variables and psychological well-being.
zet Dokümanlar, uzun yıllardır nitel araştırmalarda önemli bir unsur olmuştur. Doküman çeşitleri olarak kitaplar, mektuplar, dergiler, günlükler, haritalar, çizelgeler, istatistikler, anayasa ve yönetmelikler, yasal metinler, gazeteler, fotoğraflar, anılar, röportajlar, okul kayıtları, sağlık ve kamu kayıtları, resimler, videolar, mesajlar vb. sayılabilir. Özellikle son yıllarda, yöntem bilimin (methodology) bir parçası olarak doküman analizinden bah-seden araştırma raporlarının ve dergi makalelerinin sayısında bir artış gözlenmektedir. Burada dikkati çeken en önemli şey alan yazında yer alan, araştırmaların, makalelerin çoğunda, takip edilen prosedür ve doküman analizi hakkında detaylı ve yeterli ayrın-tı bulunmamasıdır. Alan yazında en çok kullanılan doküman analizi yöntemi dokümana ulaşma, orijinal olup olmadığını teyit etme, dokumanı anlama, analiz etme, veriyi kul-lanmadır. Bu araştırmada dokümanların nitel araştırmadaki yeri ve işlevi incelenmiştir. Dokümanların niteliği ve biçimleri ile doküman analizinin avantajları, sınırlılıkları ve zorlukları ana hatları ile açıklanmakta, dokümanların neler olduğu listelenmekte ve kul-lanımı ile ilgili örnekler sunulmaktadır. Ayrıca araştırmada, doküman analizi yapacaklar için çeşitli öneriler de yer almaktadır. Bu makalenin temel amacı nitel araştırma yönte-mi olarak doküman analizinin ne olduğunu açıklamak, bunun kullanımını teşvik etmek ve bununla ilgili anlayış ve kullanım bilgisini yerleştirmektir. Bunların dışında doküman analizi ile ilgili bilgiler vermenin yanı sıra veri toplarken, analiz ederken, raporlaştırır-ken kısacası dokuman analizindeki etik konular ve dikkat edilmesi gerekenlere ilişkin de bilgiler verilmiştir.
The aim of this study was to determine the necessity of value education and functionality of pre-service primary teachers of life science course. Research was designed in the basic qualitative research methods. 60 pre-service primary teachers from the department of primary school teaching at a public university participated in the study. Research data were collected through open-ended questionnaires and daily plans; those were analyzed by content analysis method. According to the results, pre-service primary teachers found value education necessary in terms of individual, social, educational and universal. They explained the value education in the life science course in terms of its suitability to the nature of the course, its contribution to the child and society, problems and suggestions. Pre-service primary teachers think that there should be values of love, respect, patriotism and responsibility. They included responsibility and sensitivity in their daily plans and prefered to teach values through value transfer approach.
School-based mental health intervention programs have demonstrated efficacy for the prevention and reduction of depressive symptoms, though the effect tends to be variable and is often unsustained longitudinally. However, it is possible that these intervention programs may have an indirect impact on adolescent functioning via positive mediators, and that this influence may predict more durable protective benefits. This study evaluated the efficacy of the Resilient Families program for improving social-emotional skills and depressive symptoms for adolescents over a two-year period. Twenty-four secondary schools in Melbourne, Australia were randomly allocated to either Resilient Families or a control condition. 1826 students (M= 12.3, SD = .05 years at W1; 56% female) completed the curricula and subsequent surveys. Inconsistent with hypotheses, analysis with Structural Equation Modelling revealed that the program had no significant effect on social-emotional skills and these skills had no significant effects on adolescent depressive symptoms. However, family attendance at parent education events within the intervention schools was associated with longitudinal reductions in depressive symptoms. The findings highlight the importance of increasing emphasis on family and community protective factors in adolescent social-emotional development and depression prevention programs.
This research aimed to understand primary teachers’ views of primary teachers’ social-emotional learning and social-emotional learning programs in Turkey. Findings revealed that although most of the teachers had heard of the concept of social-emotional learning, they could not give a detailed explanation of it. Additionally, most of them were not aware of the Emotional and Social Development program implemented since 2012 in Turkey. The findings imply that teachers should be informed about social-emotional learning and that efforts should be made to implement the Emotional and Social Development program effectively. Through this research, primary teachers' views of social-emotional learning were identified for the first time in Turkey. Hence, findings will help researchers, teacher trainers and teachers, as well as policy makers, to develop students' social-emotional learning skills and acknowledge the social-emotional learning programs
We examined whether kindergarten teachers' ratings of children's prosocial skills, an indicator of noncognitive ability at school entry, predict key adolescent and adult outcomes. Our goal was to determine unique associations over and above other important child, family, and contextual characteristics.
Data came from the Fast Track study of low-socioeconomic status neighborhoods in 3 cities and 1 rural setting. We assessed associations between measured outcomes in kindergarten and outcomes 13 to 19 years later (1991-2000). Models included numerous control variables representing characteristics of the child, family, and context, enabling us to explore the unique contributions among predictors.
We found statistically significant associations between measured social-emotional skills in kindergarten and key young adult outcomes across multiple domains of education, employment, criminal activity, substance use, and mental health.
A kindergarten measure of social-emotional skills may be useful for assessing whether children are at risk for deficits in noncognitive skills later in life and, thus, help identify those in need of early intervention. These results demonstrate the relevance of noncognitive skills in development for personal and public health outcomes. (Am J Public Health. Published online ahead of print July 16, 2015: e1-e8. doi:10.2105/AJPH.2015.302630).
This study investigated the effect of a social and emotional learning skills curriculum, the You Can Do It! Early Childhood Education Program (YCDI), on the social-emotional development, well-being, and academic achievement of 99 preparatory and grade 1 students attending a Catholic school in Melbourne, Australia. One preparatory and one grade 1 class were randomly chosen to receive structured lessons in YCDI, delivered by their classroom teachers over a period of 10 weeks, while the remaining preparatory and grade 1 class served as the control group. The lessons were designed to teach young children confidence, persistence, organisation and emotional resilience. The educational program consisted of explicit, direct instruction lessons drawn from the YCDI Early Childhood Curriculum taught three times a week, supported by a variety of additional social and emotional teaching practices. The results indicated that YCDI had a statistically significant positive effect on levels of social-emotional competence and well-being for the preparatory and grade 1 students, a reduction in problem behaviours (externalising, internalising, and hyperactivity problems) for the grade 1 students, and an increase in reading achievement (decoding text) for the lower achieving grade 1 students. These findings are discussed with regard to issues concerning the role of explicit instruction in social and emotional learning for the early years.
Research shows that writing a personal diary is a valuable therapeutic means for relieving emotional distress and promoting well-being, and that diary writing during adolescence helps in coping with developmental challenges. Current technologies and cultural trends make it possible and normative to publish personal diaries on the Internet through blogs-interactive, online forms of the traditional personal diary. We examined the therapeutic value of blogging for adolescents who experience social-emotional difficulties. The field experiment included randomly assigned adolescents, preassessed as having social-emotional difficulties, to 6 groups (26-28 participants in each): Four groups were assigned to blogging (writing about their difficulties or free writing; either open or closed to responses), a group assigned to writing a diary on personal computers, and a no-treatment control group. Participants in the 5 writing groups were instructed to post messages at least twice a week over 10 weeks. Outcome measures included scales of social-emotional difficulties and self-esteem, a social activities checklist, and textual analyses of participants' posts. Measurement took place at pre- and postintervention and at follow-up 2 months later. Results showed that participants maintaining a blog significantly improved on all measures. Participants writing about their difficulties in blogs open to responses gained the most. These results were consistent in the follow-up evaluation. (PsycINFO Database Record (c) 2013 APA, all rights reserved).
This article examines the function of documents as a data source in qualitative research and discusses document analysis procedure in the context of actual research experiences. Targeted to research novices, the article takes a nuts-and-bolts approach to document analysis. It describes the nature and forms of documents, outlines the advantages and limitations of document analysis, and offers specific examples of the use of documents in the research process. The application of document analysis to a grounded theory study is illustrated.
This article describes the results of three pilot studies that were conducted to evaluate the recently developed Strong Kids and Strong Teens social-emotional learning programs in increasing students' knowledge of healthy social-emotional behavior and decreasing their symptoms of negative affect and emotional distress. The first study included 120 middle school students (in grade 5) from a general education student population. The second study included 65 general education students in grades 7–8. The third study included 14 high school students (grades 9–12) from a regional special education high school, who were identified as having emotional disturbance. The three groups participated in either the Strong Kids (groups 1 and 2) or Strong Teens (group 3) programs, receiving one-hour lessons and associated assignments once a week for 12 weeks. Social-emotional knowledge and negative emotional symptoms of participants were assessed using brief self-report measures, in pretest-posttest intervention designs. All three studies showed that, following participation in the respective programs, students evidenced statistically significant and clinically meaningful changes in desired directions on the target variables. Implications for future research are discussed, as is the importance of social and emotional learning as a prevention and intervention strategy to promote mental health among students in schools.
Despite living in disadvantaged urban communities experiencing social and economic hardships, many children emerge with positive outcomes. Social-emotional competence and social support were hypothesized to have strong influences on academic trajectories during the critical period of academic skill acquisition. Participants were 282 third-grade students from six elementary schools in a Northwestern urban community. Beyond the importance of prior levels of academic competence, considerable variance in end-of-year academic outcomes was predicted by initial levels of academic social-emotional competence and improvements in social-emotional competence and perceived teacher support over the course of the year. Noteworthy is that findings were strongest for African-American students, but methodological caveats regarding research with underachieving minority youth were discussed. The findings suggest that school psychologists and others designing interventions to improve achievement of disadvantaged students should address social-emotional competencies and classroom climate, especially teacher support of students. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Quite a few recent models are rapidly introducing new concepts describing different levels of consciousness. This situation is getting confusing because some theorists formulate their models without making reference to existing views, redundantly adding complexity to an already difficult problem. In this paper, I present and compare nine neurocognitive models to highlight points of convergence and divergence. Two aspects of consciousness seem especially important: perception of self in time and complexity of self-representations. To this I add frequency of self-focus, amount of self-related information, and accuracy of self-knowledge. Overall, I conclude that many novel concepts (e.g., reflective, primary, core, extended, recursive, and minimal consciousness) are useful in helping us distinguish between delicate variations in consciousness and in clarifying theoretical issues that have been intensely debated in the scientific literature--e.g., consciousness in relation to mirror self-recognition and language.
Making decisions by integrating social and environmental concerns beyond the financial dimension involves complex decision‐making processes in which innovative approaches and best practices need to be implemented. Recently, the literature on decision‐making related to sustainable development has grown rapidly, and multiple criteria decision making or analysis (MCDM/A) methods appear to be the most widely used approaches. The general objective of this paper is to provide a systematic review of the literature on the use of MCDM/A in a sustainable development context. We carefully analysed 343 papers dealing with decision‐making in sustainable development contexts published in the last 7 years (2010‐2017) using MCDM/A methods. Descriptive statistics were provided to highlight the main trends and gaps in the literature, and future research avenues were presented. The results show that although sustainable development strives to achieve a balance between the short and the long term, most articles surveyed did not investigate either the long‐term perspective related to sustainable development or the unforeseen events that could impact future project evaluations. Indeed, the need for temporal MCDM/A methods under uncertainty emerges as an important research challenge. In addition, results show that the social dimension was the most frequently ignored dimension. In future research, decision‐making processes should closely investigate social well‐being and encourage the participation of stakeholders (including the communities affected). Finally, the recent research on sustainability is relatively easy to implement but may not lead to the desired outcome. Future research needs to develop methods that promote sustainability without being overly difficult to implement in practice.
Multiple sclerosis (MS) is an inflammatory auto-immune disease of the central nervous system. It leads to many impairments including physical, cognitive, psychological, and social challenges. Our study examined gender and cultural associations with quality of life (QoL), personal characteristics, and benefits from having MS among those with MS. The study was conducted in Austria and the United States. The sample included 128 participants, 64 in each country, of whom 78 were women and 50 were men aged between 20 and 57 years. We used standard statistical tests, including analyses of covariance (ANCOVA) and partial correlations for the analysis of quantitative data. For the qualitative part of the survey we used semi-structured interviews, which we transcribed and coded to identify categories in the answers for qualitative analyses. Austrian participants with MS perceived a higher social-emotional QoL in comparison to American participants. American participants expressed a higher self-esteem in comparison to Austrian participants. Men reported a lower ability to express love than women. Independent of sex/gender and nationality, participants reported benefits through the disease, especially with regard to improved compassion, mindfulness, improved family relations and lifestyle gains. The qualitative interviews revealed additional gender differences for coping with the illness; and in experiences, expectations, and challenges related to MS. These insights can be used to develop targeted psychological and social support interventions aimed toward improving social-emotional QoL for persons with MS.
Çocuğun kendini bilmesi ve tanıması sadece merkezi olarak kendini bilmesi ve tanımasını içermemektedir. Bu yalnızca ilk adımı oluşturmaktadır. Bu adımı çocuğun aile bireylerini, yaşam alanındaki bireyleri ve ardından bu yaşam alanını saran daha büyük sosyal grup, kurum ve örgütlerdeki bireyleri, köyü, ilçeyi, ili, bölümü, bölgeyi, ulusunu ve de dünyayı farklı boyutları ile bilmeyi ve tanımayı içermektedir. Dolayısıyla kendini bilme ve tanıma hem toplumsal hem de doğal çevreyi bilme ve tanımayı gerektirmektedir. Bu bağlamda hayat bilgisi dersi hayatın bilgisi sunmalıdır.
Teachers are the primary implementers of social and emotional learning (SEL) programs. Their beliefs about SEL likely influence program delivery, evaluation, and outcomes. A simple tool for measuring these beliefs could be used by school administrators to determine school readiness for SEL programming and by researchers to better understand teacher variables that impact implementation fidelity and program outcomes. In a two-phase study, we developed and then validated a parsimonious measure of teachers' beliefs about SEL. In Phase 1, survey items were administered to 935 teachers and subjected to both exploratory and confirmatory factor analysis, resulting in three reliable scales pertaining to teachers' comfort with teaching SEL, commitment to learning about SEL, and perceptions about whether their school culture supports SEL. Phase 2 provided evidence for the concurrent and predictive validity of the scales with a subsample of teachers implementing an SEL program as part of a randomized controlled trial. The discussion focuses on the value of measuring teachers' beliefs about SEL from both researcher and practitioner perspectives.
This paper reports the results of a quasi-experimental study on the contribution of the Responsive Classroom (RC) Approach to elementary school children's reading and math performance over one-, two-, and three-year periods. All children enrolled in six schools (3 intervention and 3 control schools in a single district) were the participants in the study. Children's test scores in math and reading were used as outcomes, and data on treatment fidelity were used to describe differences in use of RC practices between intervention and control schools. Findings showed that, after controlling for poverty and test scores from previous years, the RC Approach contributed to the gains in both reading and math, with math showing greater difference between the intervention and control schools. The contribution of the RC Approach appeared to be greater over a three-year period than over a one or two-year period. These findings provide early evidence for the positive contribution of the RC Approach to gains in academic achievement.
In order to create an environment that encourages resiliency, care givers must first understand some of the specific attributes that make up the resilient child. While not intended as an exhaustive list, one could say that a resilient child will have an accurate self-awareness, possess effective problem-solving skills, be able to communicate well, will demonstrate empathy toward others, and have hope for the future. Resilience is the capacity to deal successfully with the obstacles in the road that confront us while maintaining a straight and true path toward life's goals. Resilient persons possess self-awareness. They are aware of their strengths and limitations and have empathy for others. This article highlights strategies to foster a self-awareness that supports the development of resilience.
A pre-and post-test quasi-experimental design was used to test the impact of a 30-week, theoretically-based social and emotional learning (SEL) curriculum, The RULER Feeling Words Curriculum ("RULER"), on the academic performance and social and emotional competence of 5th and 6th grade students (N = 273) in fifteen classrooms in three schools. Academic performance was assessed by report card grades. Social and emotional competence was assessed with teacher reports of student behavior. Students in classrooms integrating RULER had higher year-end grades and higher teacher ratings of social and emotional competence (e.g., leadership, social skills, and study skills) compared to students in the comparison group. This study provides preliminary empirical evidence that SEL programs like RULER improve important student outcomes.
Children and adolescents exposed to violence may develop mental health problems, impacting their ability to develop appropriate social-emotional skills. Limited development of social-emotional skills has been associ-ated with poor performance in school. A review of the literature was conducted to better understand social-emotional development in children and its role in a child's ability to function in the school setting. The developmental psychopathology framework is used to illuminate the dynamic relationship between children and their contexts. Specifically, the context of school is explored to identify its role in providing services that address the needs of children and adolescents with social-emotional limitations.
Many programs have been developed to help schools enhance students' health and reduce the prevalence of drug use, violence, and high-risk sexual behaviors. How should educators choose among these? This article describes selection criteria based on theory, research, and best educational practice that identify key social and emotional learning (SEL) competencies and program features. The SEL competencies for students include 17 skills and attitudes organized into four groups: awareness of self and others; positive attitudes and values; responsible decision making; and social interaction skills. The 11 program features critical to the success of school-based SEL programs emphasize curriculum design, coordination with larger systems, educator preparation and support, and program evaluation. Developed by the Collaborative to Advance Social and Emotional Learning (CASEL), the SEL framework can be used to guide selection of research-based prevention programs that address health, substance abuse, violence prevention, sexuality, character, and social skills.
The relationship between social sharing of emotions, social networks and social ties is an ongoing topic of research. Such sharing of emotions occurs frequently in "social awareness streams" platforms like Twitter and Facebook. We use Twitter to address research questions about the association of properties of a user's network, such as size and density, with expression of emotion in the user's Twitter posts. Our analysis suggests that expression of emotion can explain some of the variance in users' Twitter networks, and that the use of emotion in interactions between users is a strong explaining factor.
This article outlines the rationale behind an approach developed at the National Primary Care Research and Development Centre (NPCRDC) to improve patients' abilities to self-manage their conditions with the support of services provided by the NHS. The approach is systematic and requires involvement of patients in the development of information, changing access arrangements to health services and promoting a patient-centred approach to care. A programme of research and development is currently being undertaken at The University of Manchester by researchers based at NPCRDC to investigate the effectiveness of this approach. The evidence base for the strategy under investigation is discussed and proposals are made for the role of nurses as facilitators for the self-management agenda in the NHS.
İlköğretim kurumlarında uygulanan hayat bilgisi programının değerlendirilmesi. (Yayınlanmamış yüksek lisans tezi)
- Ş D Belet
Belet, Ş. D. (1999). İlköğretim kurumlarında uygulanan hayat bilgisi programının değerlendirilmesi.
(Yayınlanmamış yüksek lisans tezi). Anadolu Üniversitesi, Eskişehir.
The relationship of young children's social-emotional competence to their achievement and social-emotional well-being . Paper presented at the Annual Research Conference of the Australian Council for Educational Research
- M E Bernard
Bernard, M. E. (2004). The relationship of young children's social-emotional competence to their achievement
and social-emotional well-being. Paper presented at the Annual Research Conference of the Australian
Council for Educational Research, Adelaide, Australia.
Social and emotional learning past and present: a psychoeducational dialogue içinde Educating minds and hearts
- J Cohen
Cohen, J. (1999). Social and emotional learning past and present: a psychoeducational dialogue içinde Educating
minds and hearts (ed. Jonathan Cohen). New York and London: Teachers College, Columbia University.
Ergenlerin sosyal duygusal öğrenme düzeylerinin incelenmesi
- Ö N Aksoy
Aksoy, Ö. N. (2020). Ergenlerin sosyal duygusal öğrenme düzeylerinin incelenmesi. İnsan ve Sosyal Bilimler
Dergisi, 3(1), 576-590.
The educator's guide to emotional intelligence and academic achievement: Social-emotional learning in the classroom
- M J Elias
- H Arnold
Sosyal bilgiler öğretim programının sosyal-duygusal öğrenme becerileri açısından incelenmesi
- H Esen- Aygün
Esen-Aygün, H. (2019). Sosyal bilgiler öğretim programının sosyal-duygusal öğrenme becerileri açısından
incelenmesi. Eğitim ve Teknoloji, 1(1), 82-99.
Türkçe Dersi Öğretim Programında Sosyal-Duygusal Öğrenme Becerilerinin Kapsamının Belirlenmesi
- H E Esen-Aygün
- Ç Ş Taşkin
Esen-Aygün, H. E., & TAŞKIN, Ç. Ş. (2021). Türkçe Dersi Öğretim Programında Sosyal-Duygusal Öğrenme
Becerilerinin Kapsamının Belirlenmesi. Ankara University Journal of Faculty of Educational Sciences
(JFES), 54(1), 205-224.
Sosyal-duygusal Öğrenme ve Akademik Başarı
- H Esen-Aygün
Esen-Aygün, H. (2021). Sosyal-duygusal Öğrenme ve Akademik Başarı. In: Temel Eğitimde Sosyal-Duygusal
Öğrenme (Eds: Hanife Esen-Aygün & Çiğdem Şahin-Taşkın), Ankara: Vizetek Yayıncılık.
The Effect of Social-Emotional Learning Program on Social-Emotional Skills, Academic Achievement and Classroom Climate
- H Esen-Aygün
- Ç Ş Taşkın
Esen-Aygün, H. & Taşkın, Ç. Ş. (2022). The Effect of Social-Emotional Learning Program on Social-Emotional Skills,
Academic Achievement and Classroom Climate. Psycho-Educational Research Reviews, 11(1), 59-76.
Okullarda sosyal ve duygusal öğrenme. Kuram ve Uygulamada Eğitim Yönetimi
- A Türnüklü
Türnüklü, A. (2004). Okullarda sosyal ve duygusal öğrenme. Kuram ve Uygulamada Eğitim Yönetimi, 10(37), 136-152.
Building academic success on social and emotional learning: What does the research say
- J E Zins
- R P Weissberg
- M C Wang
- Walberg
Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (Eds.). (2004). Building academic success on social and
emotional learning: What does the research say? New York: Teachers College Press.
The 2013 CASEL Guide: Effecitive social and emotional learning programs-preschool and elementary school edition
Collaborative for Academic, Social and Emotional Learning (2013). The 2013 CASEL Guide: Effecitive social and
emotional learning programs-preschool and elementary school edition. Chicago, IL: Author.
The educator's guide to emotional intelligence and academic achievement: Socialemotional learning in the classroom
- J Corbin
- A Strauss
Corbin, J. & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing
grounded theory (3rd ed.). Thousand Oaks, CA: Sage
Elias, M. J., & Arnold, H. (2006). The educator's guide to emotional intelligence and academic achievement: Socialemotional learning in the classroom. Corwin Press.
Teachers' views of social-emotional skills and their perspectives on social-emotional learning programs
- R Elliott
- A C Bohart
- J C Watson
- L S Greenberg
Elliott, R., Bohart, A. C., Watson, J. C., & Greenberg, L. S. (2011). Empathy. Psychotherapy, 48(1), 43.
Esen-Aygun, H., & Sahin-Taskin, C. (2017). Teachers' views of social-emotional skills and their perspectives on
social-emotional learning programs.
Qualitative research: A guide to design and implementation
- S B Merriam
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.