Feasibility of Evidence-Based Social and Emotional Learning in Prairie Canadian Schools

IF 3.3 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Canadian Journal of School Psychology Pub Date : 2024-02-29 DOI:10.1177/08295735241234782
Kayla Kilborn, Janine Newton Montgomery, Johnson Li, Shahin Shooshtari, Rachel Roy, Breanna Cheri, Virginia Tze, Taryn Gaulke
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Abstract

This study examined opportunities and barriers for implementing evidence-based Social and Emotional Learning (SEL) programs in Prairie Canadian Schools. Educators from Manitoba, Saskatchewan and Alberta completed an online survey on SEL feasibility and reported on five feasibility domains: (1) attitudes about SEL, (2) knowledge about SEL, (3) job stress, (4) resources for implementing SEL, and (5) SEL practices. Results indicated that positive attitudes toward SEL significantly predicted increased perceived feasibility for evidence-based SEL implementation. Additionally, both knowledge and access to resources predicted increased SEL practice by Prairie Canadian educators. Analyses for open-ended responses paralleled quantitative results. Specifically, Canadian educators had positive views about SEL programing, but like previous research conducted in other countries, indicated that they require better access to SEL training, and resources (e.g., more time to plan and teach SEL, funding and program materials). A unique Canadian context-related finding from this study was that some Prairie Canadian educators indicated a paucity of French materials for SEL programs, which impeded implementation. In order to effectively implement evidence-based SEL in Prairie Canadian schools, policy makers must address the indicated barriers for Canadian educators, such as increased SEL training and resources, and easy access to appropriate French materials.
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在加拿大草原地区学校开展以证据为基础的社会和情感学习的可行性
本研究探讨了在加拿大草原地区学校实施循证社会与情感学习(SEL)计划的机遇和障碍。来自马尼托巴省、萨斯喀彻温省和阿尔伯塔省的教育工作者完成了一项关于 SEL 可行性的在线调查,并报告了五个可行性领域:(1) 对 SEL 的态度,(2) 有关 SEL 的知识,(3) 工作压力,(4) 实施 SEL 的资源,以及 (5) SEL 实践。结果表明,对 SEL 的积极态度能显著预测循证 SEL 实施可行性的提高。此外,知识和资源的获取也预示着加拿大草原省教育工作者的 SEL 实践会增加。对开放式回答的分析与定量结果一致。具体来说,加拿大教育工作者对 SEL 计划持积极态度,但与之前在其他国家进行的研究一样,他们表示需要更好地获得 SEL 培训和资源(例如,更多的时间来计划和教授 SEL、资金和计划材料)。本研究在加拿大有一个独特的发现,那就是一些普拉瑞加拿大教育工作者表示,他们缺乏用于 SEL 计划的法语材料,这阻碍了计划的实施。为了在加拿大大草原地区的学校有效实施以证据为基础的 SEL,政策制定者必须解决加拿大教育工作者所指出的障碍,如增加 SEL 培训和资源,以及容易获得适当的法语材料。
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来源期刊
Canadian Journal of School Psychology
Canadian Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-
CiteScore
4.30
自引率
0.00%
发文量
10
期刊介绍: The Canadian Journals of School Psychology (CJSP) is the official journal of the Canadian Association of School Psychologists and publishes papers focusing on the interface between psychology and education. Papers may reflect theory, research, and practice of psychology in education, as well as book and test reviews. The journal is aimed at practitioners, but is subscribed to by university libraries and individuals (i.e. psychologists). CJSP has become the major reference for practicing school psychologists and students in graduate educational and school psychology programs in Canada.
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