Recently Published Articles & Research

MINDSETS, ESSENTIAL SKILLS, & HABITS (MESH) HIGHLIGHTS

Why We Can’t Have Social and Emotional Learning without Equity
Education Week – Robert Jagers, July 6, 2018
 
Piqued: The Case for Curiosity
The Hechinger Report – Daisy Yuhas, June 27, 2018
 
Everything You Always Wanted to Know about SEL Assessment but Were Afraid to Ask
EdSurge – Clark McKown, June 12, 2018
 

MESH IN PRACTICE

Need a “Silver Bullet”? Try SEL
Smart Brief – Maria Shea-Michiels, July 5, 2018
 
4 Ways Large Urban Schools Can Improve School Climate
Education Week – David White, July 2, 2018
 
A Classroom Where Everyone Feels Welcome
Edutopia – Janice Wyatt-Ross, June 28, 2018
 
How Social and Emotional Learning Fits in the Classroom
Education Week – Elizabeth Foster, June 28, 2018
 
What an Infamous Jail Break Tells Us about Teaching Persistence
Education Week – Steve Heisler, June 27, 2018
 
Can We Design Learning Environments Geared for Maximum Motivation?
eSchool News – Erin Werra, June 19, 2018


MESH IN EDUCATION POLICY

States Slow to Revamp Accountability Systems under ESSA
THE Journal – Dian Schaffhauser, July 3, 2018


MESH IN RESEARCH & MEASUREMENT 

Integrating SEL, Equity and Trauma Work for Multiplied Success
EdSurge – Jessica Berlinski, July 2, 2018
 
Student Perceptions of Self-Efficacy and Teacher Support for Learning in Fostering Youth Competencies: Roles of Affective and Cognitive Engagement
Journal of Adolescence – Wan Har Chong, Gregory Arief D. Liem, Vivien S. Huan, Phey Ling Kit, and Rebecca P. Ang, July 6, 2018
Abstract: Introduction: This exploratory study extends research on student engagement by examining the relationships between its different facets, students’ perception of teacher support for learning and self-efficacy, and adaptive youth competencies. Guided by Reschly and Christenson’s (2012) student engagement framework, affective and cognitive engagement were posited to mediate the relationships between students’ perceived beliefs, adaptive competencies and behavior engagement. Method: 3776 Singapore Grade 7 and 8 students completed a self report survey questionnaire. Results: Self-efficacy and teacher support demonstrated different indirect relationships with student competencies and via different engagement pathways. Cognitive engagement mediated the effects of teacher support and self-efficacy on the four student competencies, while affective engagement’s mediated effects was only evident on academic buoyancy. Conclusion: This study holds important implications for educational and psychological research on student engagement, demonstrating that the construct, though theorized in a western context, has empirical utility and relevance in an East Asian context.
 
A Review of School-Based Interventions for the Improvement of Social Emotional Skills and Wider Outcomes of Education
International Journal of Educational Research – Nadia Siddiqui & Ourania M. Ventista, June 27, 2018
Abstract: This paper presents a review of interventions which have the evidence of impact on students’ non-cognitive skills. The review included 3000 studies out of which 138 studies were found relevant. Only 13 studies could be considered for the final results of the review process. Aggregating the results from the selected studies, we conclude that there is weak but positive evidence that some non-cognitive skills can be improved by school-based interventions. The most effective interventions involved schools and parent collaboration, freedom for students to communicate and express their feelings and regular implementation of the interventions. However, there is very less evidence concerning the persistence of intervention effects and to what extent they contribute to students’ life-long achievements.
 
A Classroom Intervention to Improve Executive Functions in Late Primary School Children: Too ‘Old’ for Improvements?
British Journal of Educational Psychology – Valentin Benzing, Mirko Schmidt, Katja Jäger, Fabienne Egger, Achim Conzelmann, and Claudia M. Roebers, June 26, 2018
Abstract: Background: Given the strong relationship between executive functions and academic achievement, there has been great interest in improving executive functions. School-based group interventions targeting executive functions revealed encouraging results in preschoolers and young school children; however, there is a paucity of studies in older primary school children (age 10-12). This is surprising considering that deficits in executive function performance can often be observed in this age group. Aims: Therefore, the aim of this study was to examine whether an innovative customized school-based group intervention could improve core executive functions (updating, inhibition, and shifting) in the age group concerned. Sample: In total, 118 ten- to twelve-year-old children were recruited from eight participating classes. Methods: They were randomly assigned to one of two-six-week conditions of either a cognitive games group comprising of card and board games training executive functions (experimental group) or a wait-list control group (regular school lessons). In the cognitive games group, the class teachers held a 30-min training session twice a week. ANCOVAs (using pre-test values as covariate) were used to compare executive function performance between groups. Results: Results revealed that the cognitive games group improved specific executive functions (updating and shifting) compared to the control group. These findings indicate that a school-based intervention can improve executive functions, even in ‘older’ primary school children. Conclusion: This study provides empirical evidence for the effectiveness of a classroom-based cognitive training in older primary school children and is of practical relevance for educators.
 
International Adoption of the Second Step Program: Moderating Variables in Treatment Effects
School Psychology International – Gregory Moy, Joshua R. Polanin, Casey McPherson, and Thuy-Vy Phan, June 26, 2018
Abstract: Second Step is a universal social-emotional learning program designed to decrease antisocial behaviors, increase prosocial behaviors, and increase knowledge about content curriculum. Given the international focus of using Second Step to improve social-emotional skills, it is especially important to provide an updated synthesis on the effect of the intervention. A single-program meta-analysis was completed in order to determine effects of participating in Second Step and to explore moderators of program effectiveness on prosocial and antisocial behavior outcomes as well as knowledge of emotions. Five moderators were explored, including (a) program saturation, (b) dependent variable source, (c) grade range, (d) metro area, and (e) geographical location. A combined total of 18,847 participants were included in the analysis of 27 studies. Results of the current study indicate that Second Step’s impact on students’ knowledge and attitudes of violence and violence prevention is much stronger than on increasing prosocial behavior or reducing antisocial behavior.
 
Common Practice Elements for Improving Social, Emotional, and Behavioral Outcomes of Young Elementary School Students
Journal of Emotional and Behavioral Disorders – Kevin S. Sutherland, Maureen A. Conroy, Bryce D. McLeod, Rachel Kunemund, and Kim McKnight, June 25, 2018
Abstract: Improving social, emotional, and behavioral outcomes of students with and at-risk for emotional and behavioral disorders (EBD) remains a challenge for educators, and it has long been noted that teachers do not consistently use effective instructional practices with students with EBD. Identifying evidence-based practices that address the problems experienced by students with EBD is a priority for the field, but there exist implementation challenges in authentic classroom settings. The purpose of this article is to address one implementation barrier by distilling the common practice elements found in evidence-based programs (EBPs) and practices delivered by teachers designed to target the social, emotional, and behavioral problems in young students. We conducted a systematic review of EBPs and early elementary classroom practices that have been evaluated in randomized group designs, quasi-experimental designs, and single-case experimental designs. A total of 103 articles employing 68 group (n = 53 randomized group designs, n = 15 quasi-experimental designs) and 35 single-case designs were identified, and an iterative process was used to identify common practice elements. Twenty-five practice elements were identified and submitted to review by experts. After expert review, 24 practice elements remained. Implications for practice and training as well as future research are discussed.