scholarly journals Improving Classroom Communication: The Effects of Virtual Social Training on Communication and Assertion Skills in Middle School Students

2021 ◽  
Vol 6 ◽  
Author(s):  
Maria Teresa Johnson ◽  
Aimee Herron Troy ◽  
Kathleen Michelle Tate ◽  
Tandra Toon Allen ◽  
Aaron Michael Tate ◽  
...  
Keyword(s):  
Middle School ◽  
Social Skills ◽  
General Education ◽  
Student Performance ◽  
Performance Measures ◽  
Negative Association ◽  
Small Scale ◽  
Affect Recognition ◽  
Positive Effects ◽  
Student Affect

This study examined the relationship between teacher identification of socially at-risk adolescents and baseline student social competency levels. Additionally, the feasibility and effects of an eight-session, virtual social training were analyzed. Upon completion of the virtual social training, the transfer effects from the targeted intervention into the general education classroom were determined. Study participants (N=90) were comprised of sixth, seventh and eighth-grade students from four public middle schools in Dallas, Texas. Data was collected through classroom teacher questionnaires to measure students’ baseline social behaviors. In addition, pre-post student performance measures in the areas of affect recognition, social inference, and social attribution were administered. Results revealed that middle school teachers were effective identifiers of students with lagging social skills. Baseline ratings of social skills showed a high positive association between student affect recognition and teacher rating of participant total social skills including communication, cooperation, responsibility, and self-control. A high negative association was found between student affect recognition and problem behaviors. A high negative association was also found between student perspective-taking and hyperactivity and externalizing behaviors. Student pre-post test performance measures revealed significant improvement in affect recognition, attribution, and social inferencing after undergoing the virtual social training. At the time of a 5°week follow up, teachers rated participants’ social skills in the areas of communication and assertion as significantly improved. Sixty-eight percent of participants reported increased confidence in social communication skills such as relating, maintaining, adapting, and asserting thoughts after the training. Preliminary findings from this small-scale study provide evidence that a brief eight-session, virtual social training in middle school is a feasible delivery model that can achieve positive effects on social behavior, and that teacher referral was a reliable way to identify students who could benefit from the training. Incorporating teacher perspective aided in translating a previously lab-based training into an ecologically relevant setting while addressing a programming need to meet the social demands of adolescence.

METHODS OF INTERDISCIPLINARY INTEGRATION OF SCHOOL SCIENCE EDUCATION

2017 ◽  
Vol 2017 (2) ◽  
pp. 32-35
Author(s):  
Олег Петунин ◽  
Oleg Petunin
Keyword(s):  
Science Education ◽  
General Education ◽  
Interdisciplinary Communication ◽  
School Science ◽  
Physical Geography ◽  
Actual Problem ◽  
Positive Effects ◽  
Interdisciplinary Integration

<p>The article is devoted to an actual problem of integration of school courses in physics, chemistry, biology, ecology and physical geography. The author analyzes the content of the concept of integration of science education and enumerates the positive effects of its implementation. The article also presents the three levels of the integration: intra-, inter- and transdisciplinary. The author thoroughly describes methods of interdisciplinary integration, stopping on interdisciplinary communication, integrated lessons and integrated courses. The article revealed issues of interdisciplinary integration and suggest ways to overcome them. In conclusion, the author comes to the conclusion that the integration of science education is an urgent 9mki0problem of general education. To date, there are a number of successful solutions for this problem. In this article we have tried to summarize some material on this issue.</p>

Childhood Social Skills as Predictors of Middle School Academic Adjustment

2016 ◽  
Vol 37 (6) ◽  
pp. 825-851 ◽  
Author(s):  
Gordon Emmett Hall ◽  
James Clyde DiPerna
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
Social Skills ◽  
Academic Adjustment ◽  
Approaches To Learning ◽  
Academic Skills ◽  
Fifth Grade ◽  
Eighth Grade ◽  
Achievement Data ◽  
Kindergarten Class

The present study used multiple regression analyses to examine the relationships between fifth-grade social skills and eighth-grade academic achievement. Data were drawn from the Early Childhood Longitudinal Study–Kindergarten Class of 1998-1999 (ECLS-K). Results indicated no relationship between positive or negative social behavior in fifth grade and academic achievement or teacher-rated academic skills in eighth grade. However, consistent with previous studies, fifth-grade approaches to learning were found to be positive predictors of both academic achievement and teacher-rated academic skills in eighth grade. In addition, these results suggest that socioeconomic status plays a significant and potentially unexplored avenue for understanding these outcomes. These results further illuminate the way behaviors in elementary school relate to academic adjustment to middle school.

Relationship of Teacher Training and School Characteristics to Middle School State Assessment Results

2017 ◽  
Vol 36 (4) ◽  
pp. 467-476
Author(s):  
Tina J. Hall ◽  
Lori K. Hicklin ◽  
Karen E. French
Keyword(s):  
Middle School ◽  
South Carolina ◽  
Teacher Training ◽  
Physical Education ◽  
Student Performance ◽  
School Characteristics ◽  
Health Related ◽  
Education Indicators ◽  
The Relationship ◽  
Health Related Fitness

Purpose:To examine the relationship between the South Carolina middle school physical education assessment results and the school characteristics. In addition, the relationship between teacher training attendance and student achievement were determined.Method:Student performance on four physical education indicators in 63 middle schools (and 116 teachers) were reported to the South Carolina Physical Education Assessment Program. Multiple regression analyses were conducted to determine the relationships between school characteristics as predictors of the performance indicator. ANOVAs were conducted to determine the relationship to teacher training and the performance indicators.Results:Statewide averages of student performance indicated that slightly over 50% of middle school students were rated as competent in all physical education indicators except health-related fitness (31.2%). The variability was high among all indicators. The correlations between the poverty index and the physical education indicators were significant and low. Teachers who attended data collection training sessions scored higher on all performance indicators, particularly health-related fitness knowledge. Teachers who attended professional development had significantly higher scores on motor skills, health-related fitness knowledge, and the overall weighted scores and approached significance on the health-related fitness performance.Discussion/Conclusion:This study suggests that teachers and the programs they deliver have a greater impact on student learning than do school characteristics. Teacher training and professional development is warranted. Most compelling is that the results of this study provide a strong argument against the practice of using student scores from other academic content areas to evaluate teacher effectiveness in physical education.

English Language Learner Classmates and the Classroom Social Skills of Students with Disabilities

2015 ◽  
Vol 117 (7) ◽  
pp. 1-40
Author(s):  
Michael A. Gottfried ◽  
Morgan S. Polikoff
Keyword(s):  
Social Skills ◽  
General Education ◽  
Students With Disabilities ◽  
Fixed Effects ◽  
English Language ◽  
Secondary Data ◽  
Language Learner ◽  
Self Control ◽  
Ell Students ◽  
General Education Classroom

Background/Context Though the development of social skills in kindergarten is critical, a research gap exists in how the context of the general education classroom may influence the social skills outcomes of students with disabilities: None have considered the role of peer effects in this domain. This gap is critical to address, as multiple high-needs groups are increasingly present in the same general education classroom settings. Purpose/Objective This study asks two key research questions: (1) In kindergarten, to what extent do the classroom social skills outcomes of children with disabilities differ based on the number of ELL classmates? (2) In kindergarten, to what extent do the classroom social skills outcomes of ELL students differ based on the number of classmates with disabilities? Population/Participants The data are sourced from the Early Childhood Longitudinal Study-Kindergarten Class (ECLS-K), which is a nationally representative sample of students, teachers, and schools. Information was first collected from kindergartners (as well as parents, teachers, and school administrators) from U.S. kindergarten programs. This study utilizes data collected at the fall and spring of kindergarten. Research Design This study combines secondary data analyses and quasi-experimental methods. There are three social skills outcomes: (1) approaches to learning, (2) interpersonal skills, and (3) self control. The study begins with a baseline, linear regression model. To address issues pertaining to omitted variable bias, the study employs multilevel fixed effects modeling. Findings The coefficients indicate that students with disabilities tend to have improved social skills with an increase in the number of ELL classmates. The effects remain significant even after accounting for multiple omitted variable biases. Notably, the reverse relationship does not hold: The number of classmates with disabilities has no significant influence on the outcomes of ELL students. Conclusions/Recommendations This research offers more in-depth insight into how the classroom context and the effects of classmates may have a unique relationship for specific high-needs groups such as students with disabilities—a strand of research in this area that is often overlooked. School practices can thus be guided by determining not simply if one group of students performs better or worse on average, but rather by asking, better or worse for whom in particular?

Using Assistive Technology to Generate Social Skills Use for Students With Emotional Behavior Disorders

2018 ◽  
Vol 37 (4) ◽  
pp. 235-244 ◽  
Author(s):  
Francie Murry
Keyword(s):  
Social Skills ◽  
General Education ◽  
Assistive Technology ◽  
Behavior Disorders ◽  
School Personnel ◽  
Emotional Behavior ◽  
Emotional Behavior Disorders ◽  
Education Environment ◽  
Skills Use ◽  
Video Model

Researchers have demonstrated the positive outcomes of using video self-modeling (VSM) with students with emotional behavior disorders (EBDs). VSM typically refers to teacher-created videos demonstrating desired skills or behaviors where the student is the video model performing the skill at a level higher than his or her typical display. The purpose of this article is to demonstrate the ease and effectiveness of a student-created VSM to generate social skills use in rural general education classrooms. Included are the steps three students with EBD used to produce VSM using an e-book application as an assistive technology to promote their performance of social skills in the general education environment. Suggestions are provided for school personnel who want to implement this assistive technology strategy in the general education setting.

Early Adolescents’ Development across the Middle School Years: Implications for School Counselors

2005 ◽  
Vol 9 (2) ◽  
pp. 2156759X0500900 ◽  
Author(s):  
Allan Wigfield ◽  
Susan L. Lutz ◽  
A. Laurel Wagner
Keyword(s):  
Middle School ◽  
School Counselors ◽  
Early Adolescents ◽  
School Bullying ◽  
Developmental Needs ◽  
Self Identity ◽  
Middle School Counselors ◽  
Positive Effects ◽  
Teachers And Students ◽  
Motivational Changes

This article discusses development during the early adolescent years with a focus on recent research on the biological, cognitive, self-identity, and motivational changes that occur during this time period and the implications of this research for middle school counselors. Peer influences on early adolescents also are discussed, with the issue of school bullying receiving special attention. Studies are presented about how positive relations between teachers and students, and counselors and students, can ease the transition. Research is presented showing the positive effects of counseling programs designed to ease students’ transition into middle school, along with suggestions for restructuring the roles of middle school counselors in order to be responsive to the developmental needs of early adolescents.

scholarly journals Prepoznavanje socialnih veščin pri glasbenih dejavnostih v skupini tri- in štiriletnih otrok v vrtcu

2020 ◽  
Vol 13 (3) ◽  
pp. 325-346
Author(s):  
Katarina Zadnik ◽  
Sara Smrekar
Keyword(s):  
Social Skills ◽  
Social Development ◽  
Mutual Cooperation ◽  
Positive Effects ◽  
Research Findings ◽  
Secondary Results ◽  
Music Activities ◽  
Research Studies

ecognition of social skills during music activity among three- and four-year-old children in kindergarten. The positive effects of music activities on social development have been substantiated as secondary results in Slovenian research studies. In the contribution, we used a sample of ten 3- and 4-year-olds to study the development of social skills during music activities in kindergarten. The research findings showed that the frequency of involvement and participation in music activities, instrument sharing, establishing contacts and mutual cooperation gradually increased over the six-month period. The results showed that music activities also prompted a higher frequency of sharing toys, various objects, as well as greater mutual cooperation and engagement among children in other kindergarten activities.

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