Promoting Teachers' Social and Emotional Competence: A Replication Study of the Cultivating Awareness and Resilience in Education (CARE) Program
Short Title: Promoting Teachers' Social and Emotional Competence
Publication Date: Nov 30, 2013
Sources ID: 88201
Notes: Access: http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED562749External Resources: Cite This Item Search for versions with same title and author | Advanced options ... Access: http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED562749 Note: VIEW FULL TEXT Identifier: United States (Northeast); Maslach Burnout Inventory Note(s): Availability: Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: email@example.com; Web site: http://www.sree.org./ Abstractor: ERIC./ Educational level discussed: Elementary Education. General Info: Preferred citation: Society for Research on Educational Effectiveness. Responsibility: Patricia A. Jennings, Joshua L. Brown and Jennifer Frank. Material Type: Document (dct); Internet resource (url) Date of Entry: 20140101 Update: 20181120 Provider: OCLC
Collection: Evidence-based Teacher Professional Development
Visibility: Public (group default)
The present study, which takes place in a high-poverty section of a large urban area of the northeastern United States, is based upon the prosocial classroom theoretical model that emphasizes the significance of teachers' social and emotional competence (SEC) and well-being in the development and maintenance of supportive teacher-student relationships, effective classroom management, and social and emotional learning (SEL) program effectiveness. These factors, as well as teachers' classroom management and instructional skills contribute to creating a classroom climate that is conducive to learning and that promotes positive developmental behavioral and academic outcomes among students. Cultivating Awareness and Resilience in Education (CARE) is a mindfulness-based professional development program designed to reduce stress, promote SEC and improve teachers' performance and classroom learning environments. From 8 elementary schools the authors recruited and consented 55 teachers (90.2% female, mean age = 39.41). They had relatively low attrition (7.2%) which was largely balanced across treatment and control conditions, resulting in a diverse sample of 51 teachers (53% white). All were regular lead teachers working in a self-contained classroom setting. The results reported here are from an IES-funded 4-year efficacy and replication study of CARE. The data are from the teacher self-report collected from the first year cohort of the cluster randomized controlled trial. After the teachers completed self-reports they were randomly assigned within schools to receive the CARE intervention or to a wait-list control group. After the treatment group received the CARE program, the same self-report battery was administered to both groups. A figure is appended.