Poster #51 - The Measurement of Teachers’ Social-Emotional Learning Practices and Links to Child Social-Emotional and Academic Outcomes

• In Event: Poster Session 01

Abstract

To date, there is strong evidence that SEL programs promote social-emotional skill development in children within schools (Durlak et al., 2011; Taylor et al., 2017), yet there has been limited research focused on identifying, measuring, and assessing the impact of specific teacher practices that promote SEL. Consequently, there is little consistency or specificity about what constitutes the array of teacher practices that promote children’s SEL; some studies have categorized it broadly as behavior management or emotion regulation (McManus, 2021; Williford & Vitiello, 2020), whereas others have outlined specific strategies and activities (e.g., kernels) for promoting positive behavior and understanding emotion (Jones et al., 2017). Furthermore, few studies have assessed teacher SEL practices through direct observation. In sum, variation in routine teacher SEL practices and child outcomes within classrooms is still unknown (Hemmeter et al, 2018; Rojas, 2021). The proposed paper aims to (1) explore the underlying structure of teachers’ self-reported and observed SEL classroom practices and (2) examine how variation in teacher self-reported and observed SEL practices independently predict child academic and social-emotional outcomes.
Data for this paper come from a school-level randomized trial of an integrated social-emotional learning and literacy intervention, supported by an intensive teacher-coaching model, involving 60 New York City (NYC) public elementary schools. Participants included a diverse sample of teachers (n = 330) and children (n =5,081) in third and fourth grades. Students were 52% female, were 8.79 years old on average, and were of diverse race/ethnic backgrounds (66% Hispanic, 22% Black, 6% White, 6% Other). Teachers were 91% female, with an average of 11 years of experience (SD= 7.56), and were of diverse racial/ethnic backgrounds (39% White, 28% Hispanic, 22% Black, 12% Other). Teachers and children completed fall/winter (Time 1) and spring (Time 2) assessments during one school year. Teachers self-reported their SEL practices and demographic characteristics, whereas child demographics, state ELA and Math test scores were provided by the Department of Education. Teacher self-reported SEL practices were measured with 24 items (α= .925; e.g., “I share my own emotional responses during class discussions.”) rated from 1 (Almost Never) to 5 (Almost Always). Observed teacher SEL practices were rated by trained independent observers with 10 items (α= .622; “When student(s) misbehaved, teacher discussed better choices student(s) could make for their behavior.”) rated 0 (Not observed) or 1 (Observed) (see Table 1). Child outcomes included teacher-reported aggressive behavior (α=.95; Reynolds & Kamphaus, 1998) and social competence (α=.97; CPPRG, 1999), and child-reported aggressive behavior (α=.83; Orpinas & Frankowski, 2001). Preliminary exploratory structural equation modelling of teacher self-reported SEL practices (Mplus, v8) supported a bifactor model, with one global factor, ¬¬¬¬¬¬Teaching Practices Promoting SEL, and four subfactors (see Table 2). For observed SEL practices, a one-factor exploratory structural equation model was supported (see Table 2). Hierarchical linear modeling will be used to estimate the effects of teacher SEL practices (Time 1) on child academic achievement, aggressive behavior, and social competence (Time 2), controlling for baseline scores and demographic covariates. Implications for practice and future research will be discussed.

Authors

• Madeline Barry, Fordham University
  Presenting Author

• Joshua L Brown, Fordham University

• Jason Downer, University of Virginia - Charlottesville