“Sometimes I Wish I Was a Girl, ’Cause They Do Shit Like Cry”: An Exploration Into Black Boys’ Thinking About Emotions

2020 ◽  
pp. 004208592093332
Author(s):  
Johari Harris ◽  
Ann C. Kruger ◽  
Edward Scott
Keyword(s):  
Middle School ◽  
Focus Groups ◽  
Urban Schools ◽  
Social Emotional Learning ◽  
Black Boys ◽  
Social Emotional ◽  
Social Success ◽  
Developmental Framework ◽  
Urban Middle School ◽  
And Control

Social-emotional learning (SEL) is important for academic and social success, yet responsive SEL for Black youth remains underexamined. The current study analyzed focus groups to investigate how Black boys ( N = 10) in an urban middle school think about emotion and its regulation. Results revealed that participants negotiate tension between emotion expression and control; they argued that inhibition of emotions in public was essential, but they desired greater emotional freedom. We interpret these patterns through the developmental framework of accommodation and resistance. We discuss implications and the need for transformative SEL in urban schools serving Black boys.

scholarly journals Fostering Classroom Communities through Circling With Teacher Candidates

2017 ◽  
Vol 51 (3) ◽  
pp. 1103-1120
Author(s):  
Karen L. Bouchard ◽  
Trista Hollweck ◽  
J. David Smith
Keyword(s):  
Teacher Education ◽  
Focus Groups ◽  
Sense Of Community ◽  
Teacher Candidates ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Pedagogical Approach ◽  
Classroom Communities

Classroom circles have been recognized as a valuable pedagogical approach to develop students’ social-emotional learning and to establish a sense of community within a classroom. Until recently, there has been little consideration that teachers, themselves, may benefit from circling experiences. To garner a deeper understanding of circling for teachers, this study examined teacher candidates’ experiences with circling in a teacher education course. Focus groups with former teacher candidates procured three themes: circling creates safe and engaging spaces for learning, productive tensions create opportunities for connection, and, teachers create effective circles with authenticity. The results suggest that circling should be similarly used with educators, in addition to use with students, and could be embedded within current teacher-education programming.

scholarly journals The Association Between Perception of Caring and Intrinsic Motivation: A Study of Urban Middle School Students

2019 ◽  
Vol 200 (1) ◽  
pp. 48-61 ◽  
Author(s):  
Dorothy Reppy ◽  
Karen H. Larwin
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Intrinsic Motivation ◽  
Emotional Needs ◽  
Social Emotional ◽  
School Students ◽  
Government Programs ◽  
Urban Middle School ◽  
The Social ◽  
Urban Middle School Students

Spanning the course of two decades, educational leaders have invested government finances into the social-emotional needs of adolescents. Government programs provide student questionnaires to survey the scholastic climate from students’ perceptions. Previous research discusses the correlation between students’ perception and their success in school due to fulfillment of their transescent needs. This research study ventured to distinguish a possible correlation between urban middle school students’ perceptions of feeling “cared-for” and their intrinsic motivation. Results suggest that today’s urban student benefits from feeling cared-for both personally and academically.

Girl Talk

2013 ◽  
Author(s):  
Carey Bledsoe
Keyword(s):  
Middle School ◽  
Qualitative Study ◽  
Advisory Group ◽  
Caring Community ◽  
Social Constructs ◽  
Latina Students ◽  
Social Success ◽  
Urban Middle School ◽  
One Year ◽  
Academic Year

<p>This dissertation is a qualitative study of an all-girls’ advisory in a coeducational,</p> <p>urban middle school located in a mid-sized city in the northeast.</p> <p>The advisory group met daily over the course of the 2010-2011 academic year.</p> <p>Drawing from data collected over one year of fieldwork--including participant</p> <p>observation, analysis of discourse, dynamic interviews, and the analysis of</p> <p>social constructs --this study explores how a group of mostly African</p> <p>American and Latina students created a caring community in order to increase</p> <p>their academic and social success.</p>

Elementary Teachers’ Perceptions of a Comprehensive, Integrated, Three-Tiered Model of Prevention

2020 ◽  
pp. 074193251989686
Author(s):  
Holly M. Menzies ◽  
Wendy Peia Oakes ◽  
Kathleen Lynne Lane ◽  
David James Royer ◽  
Emily D. Cantwell ◽  
...  
Keyword(s):  
Elementary Teachers ◽  
Classroom Management ◽  
Focus Groups ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Teachers Perceptions ◽  
Tiered System ◽  
Management Approaches ◽  
Perceptions Of Teachers

This study examined perceptions of teachers who implemented a tiered system of support, the comprehensive, integrated, three-tiered (Ci3T) model of prevention. We reported findings of four focus groups with a total of 18 elementary teachers who implemented Ci3T for 2 years. While the Ci3T model comprised elements addressing academics, behavior, and social-emotional learning, teachers were predominately concerned with issues related to students’ behavior. Teachers reported difficulty moving from reactive to proactive classroom management approaches theoretically grounded in behavioral principles.

scholarly journals “Kepedulian terhadap Sahabat” untuk Meningkatkan Perilaku Prososial Saksi Bullying di Tingkat Sekolah Menengah Pertama

2019 ◽  
Vol 3 (3) ◽  
pp. 177
Author(s):  
Reni Apriliawati ◽  
Esti Hayu Purnamaningsih
Keyword(s):  
Middle School ◽  
Prosocial Behavior ◽  
Control Group ◽  
Social Emotional ◽  
School Students ◽  
Control Group Design ◽  
Manipulation Check ◽  
The Difference ◽  
And Control ◽  
Experimental Group

Abstract. This study aimed to test the effect of training module “Kepedulian terhadap sahabat” in improving prosocial behavior of peer bystanders in middle school. This research used quasi experiment method with the untreated control group design with dependent pretest and posttest samples which separated subjects into two groups, experimental group and control group (N: 48). The subjects were bullying bystanders grade 7-8 middle school students. Instrument used in this research were knowledge test as manipulation check, prosocial scale, and a module of “Kepedulian terhadap Sahabat”. T-test was used to analyze the difference between experimental group and control group. The result shows of that “Kepedulian terhadap Sahabat” has an effect bystanders’s prosocial behavior (z=-3.799, p=0.01) on middle schoolstudents. Keywords: bullying bystanders; prosocial behavior; social-emotional learning

scholarly journals Effect of Personal and Social Responsibility-Based Social-Emotional Learning Program on Emotional Intelligence

2020 ◽  
Vol 9 (2) ◽  
pp. 148
Author(s):  
Neslihan Arikan
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Control Group ◽  
Social Emotional ◽  
Control Groups ◽  
Final Test ◽  
Personal And Social Responsibility ◽  
And Control

Programs for social-emotional learning implemented in schools are important in terms of improving students&rsquo; emotional and social skills. In the study, a 16-week program was prepared using the Social-Emotional Learning (SEL) model based on the Personal and Social Responsibility Model (TPSR). The program was implemented in three different school types and the effect of the TPSR-SEL program on the emotional intelligence levels of the students was examined according to the school types. The research group was composed of 162 students in total who study at Anatolian High School (n=55), Vocational Technical Anatolian High School (n=51) and Sports High School (n=56) in Afyon province. In research, pattern with experimental pre-test final-test control group was used. Experiment and control groups were formed in all three-school types. The 16-week TPSR-SEL program was applied to the students in the experimental groups and the current curriculum was applied to the students in the control groups. The Schutte Emotional Intelligence Scale (SEI-S) was used as a data tool. Standard deviation&mdash;mean and Two-Way Covariance Analysis (Two-Way ANCOVA) was used for data analysis. As a result of the descriptive statistics, it was determined that there were significant differences between the SEI-S total scores of the experiment and control groups, that there was a significant increase in the final-test total scores of the students in experiment group in all three types of schools, and that the total scores of the control group students remained at the same level. In addition, it was found that the joint effects of participation in the TPSR-SEL program and school type on emotional intelligence scores were significant.

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