The research featured in this paper is part of the CORE-PACE Research Partnership, through which Policy Analysis for California Education (PACE) has partnered with the CORE districts to conduct research designed to support them in continuous improvement while simultaneously helping to improve policy and practice in California and nationwide. Through this partnership, PACE coordinates and executes research with partners from all of California's top universities, including Stanford University, the University of Southern California, and the University of California, Davis, in addition to engaging researchers from universities and research organizations nationwide. This report and accompanying policy brief show that there is good reason to pursue the measurement of social-emotional learning (SEL) and school culture/climate (CC) as a way to better understand student and school performance. Using data from California's CORE districts--districts serving nearly one million students who have embraced systematic measurement of SEL and CC--this study shows that SEL and CC measures demonstrate reliability and validity, distinguish between schools, are related to other academic and non-academic measures, and also illuminate dimensions of student achievement that go beyond traditional indicators. This report also shows how the SEL and CC measures can be used to identify areas of improvement within schools, such as identifying subgroup gaps or differences in reports between various respondent groups. A figure and tables are appended. [For the accompanying policy brief, "Using Surveys of Students' Social-Emotional Learning and School Climate for Accountability and Continuous Improvement. Policy Brief 17-1," see ED574846.].
The research featured in this paper is part of the CORE-PACE Research Partnership, through which Policy Analysis for California Education (PACE) has partnered with the CORE districts to conduct research designed to support them in continuous improvement while simultaneously helping to improve policy and practice in California and nationwide. Through this partnership, PACE coordinates and executes research with partners from all of California's top universities, including Stanford University, the University of Southern California, and the University of California, Davis, in addition to engaging researchers from universities and research organizations nationwide. This report and accompanying policy brief show that there is good reason to pursue the measurement of social-emotional learning (SEL) and school culture/climate (CC) as a way to better understand student and school performance. Using data from California's CORE districts--districts serving nearly one million students who have embraced systematic measurement of SEL and CC--this study shows that SEL and CC measures demonstrate reliability and validity, distinguish between schools, are related to other academic and non-academic measures, and also illuminate dimensions of student achievement that go beyond traditional indicators. This report also shows how the SEL and CC measures can be used to identify areas of improvement within schools, such as identifying subgroup gaps or differences in reports between various respondent groups. A figure and tables are appended. [For the accompanying policy brief, "Using Surveys of Students' Social-Emotional Learning and School Climate for Accountability and Continuous Improvement. Policy Brief 17-1," see ED574846.].
Metastatic breast cancer (MBC) remains a terminal illness for which major treatment advances are slow to appear, and hence it is crucial that effective palliative interventions be developed to reduce the cancer-related symptoms of women with this condition during the remaining years of their lives. This pilot/feasibility study examined a novel, yoga-based palliative intervention, the Yoga of Awareness Program, in a sample of women with MBC. The eight-week protocol included gentle yoga postures, breathing exercises, meditation, didactic presentations, and group interchange. Outcome was assessed using daily measures of pain, fatigue, distress, invigoration, acceptance, and relaxation during two preintervention weeks and the final two weeks of the intervention. Thirteen women completed the intervention (mean age=59; mean time since diagnosis=7 years; two African American, 11 Caucasian). During the study, four participants had cancer recurrences, and the physical condition of several others deteriorated noticeably. Despite low statistical power, pre-to-post multilevel outcomes analyses showed significant increases in invigoration and acceptance. Lagged analyses of length of home yoga practice (controlling for individual mean practice time and outcome levels on the lagged days) showed that on the day after a day during which women practiced more, they experienced significantly lower levels of pain and fatigue, and higher levels of invigoration, acceptance, and relaxation. These findings support the need for further investigation of the effects of the Yoga of Awareness Program in women with MBC.
<p>A multiple baseline design across three grade level groups with a comparison group was employed to investigate the effectiveness of yoga for improving time on task with 10 elementary school children who evidenced attention problems. A yoga videotape, published by Gaiam, was used that required the children to follow an adult instructor and three children who engaged in deep breathing, physical postures, and relaxation exercises for 30 minutes, twice a week, for a period of 3 weeks. Time on task was defined as the percentage of intervals observed that the students were orientating toward the teacher or task, and performing the requested classroom assignments. The results indicated effect sizes that ranged from 1.5 to 2.7 as a function of the intervention. Effect sizes at follow-up decreased, but ranged from .77 to 1.95. Peer comparison data indicated that classmates’ time on task remained essentially unchanged throughout the three phases of the study.</p>
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