TY - JOUR
T1 - Promoting Primary Pupils’ Social-emotional Learning and Pro-social Behaviour
T2 - Longitudinal Evaluation of the Together 4 All Programme in Northern Ireland
AU - Ross, Steven
AU - Sheard, Mary Kathryn
AU - Cheung, Alan
AU - Elliott, Louise
AU - Slavin, Robert
PY - 2012/3/30
Y1 - 2012/3/30
N2 - Using a mixed-methods randomised experimental design, the present study was conducted to evaluate the effectiveness of the ‘Together 4 All’ (T4A) programme in Northern Ireland. T4A was designed as a culturally adaptive version of the widely used Promoting Alternative Thinking Strategies (PATHS) programme. Its purposes are to foster pro-social and positive social-emotional behaviour among children of different religions and cultural backgrounds. Interview, observation, and assessment data were collected from children, teachers, principals, and parents from six T4A and six control schools. Year 1 results indicated: (a) implementation was adequate to strong in most classes; (b) teachers, pupils, and parents reacted positively toward the curriculum; and (c) programme effects on social-emotional learning were weak and inconsistent, but generally in a positive direction, particularly in pupils’ knowledge/expression of feelings and pro-social behaviour. Implications for programme development and sustainability are examined in light of the findings.
AB - Using a mixed-methods randomised experimental design, the present study was conducted to evaluate the effectiveness of the ‘Together 4 All’ (T4A) programme in Northern Ireland. T4A was designed as a culturally adaptive version of the widely used Promoting Alternative Thinking Strategies (PATHS) programme. Its purposes are to foster pro-social and positive social-emotional behaviour among children of different religions and cultural backgrounds. Interview, observation, and assessment data were collected from children, teachers, principals, and parents from six T4A and six control schools. Year 1 results indicated: (a) implementation was adequate to strong in most classes; (b) teachers, pupils, and parents reacted positively toward the curriculum; and (c) programme effects on social-emotional learning were weak and inconsistent, but generally in a positive direction, particularly in pupils’ knowledge/expression of feelings and pro-social behaviour. Implications for programme development and sustainability are examined in light of the findings.
UR - http://www.scopus.com/inward/record.url?scp=84863928601&partnerID=8YFLogxK
U2 - 10.1080/19415532.2012.665773
DO - 10.1080/19415532.2012.665773
M3 - Article
SN - 1941-5532
VL - 3
SP - 61
EP - 81
JO - Effective Education
JF - Effective Education
IS - 2
ER -