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Prevention of achievement loss in the middle school transition: evaluation of a social-emotional learning intervention
Descriptive
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Title
Prevention of achievement loss in the middle school transition: evaluation of a social-emotional learning intervention
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Title
Evaluation of a social-emotional learning intervention
Name
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Rosenblatt
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Jennifer L.
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Jennifer L. Rosenblatt
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author
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Elias
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Maurice
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Advisory Committee
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Maurice J Elias
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chair
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Karlin
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Robert
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Advisory Committee
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Robert A Karlin
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internal member
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Pandina
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Robert
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Advisory Committee
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Robert J Pandina
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internal member
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Forman
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Susan
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Advisory Committee
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Susan G Forman
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outside member
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Rutgers University
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degree grantor
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Graduate School - New Brunswick
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school
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Text
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theses
OriginInfo
DateCreated
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2008
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2008-05
Language
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English
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electronic
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application/pdf
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text/xml
Extent
vi, 71 pages
Abstract
Decades of research have shown a normative decline in academic performance to be associated with the transition from elementary school to middle school. Based on the idea that these difficulties stem from a lack of relevant coping skills, the current study focused on the preventive effects of a three-year social and emotional learning (SEL) program in mitigating transitional achievement loss. Quality of implementation, a crucial, but often overlooked, factor in program evaluation, is the framework through which students' intervention experiences were defined. In each intervention year, implementation was assessed through teacher-reported curriculum fidelity and teacher's perception of program quality. These factors were tested as predictors of changes in GPA and standardized test scores across the transition. Intervention dosage received over the fifth grade year emerged as a significant predictor of GPA change. Dosage was unrelated to standardized test change, though differences between genders and ethnic groups in transitional standardized test performance were found. Teachers' ratings of program effectiveness were also unrelated to outcome, but were associated with intervention dosage.
Note
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Ph.D.
Note
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Includes bibliographical references (p. 67-75).
Subject
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Topic
Psychology
Subject
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Topic
Academic achievement
Subject
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Topic
Middle school students--Social conditions
Subject
(ID = SUBJ4);
(authority = ETD-LCSH)
Topic
Middle school students--Psychology
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Graduate School - New Brunswick Electronic Theses and Dissertations
Identifier
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rucore19991600001
Identifier
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http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.17380
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ETD_817
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NjNbRU
Identifier
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doi:10.7282/T3CR5TPW
Genre
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ETD doctoral
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Rights
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The author owns the copyright to this work.
Copyright
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Copyright protected
Availability
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Open
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Name
Jennifer Rosenblatt
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Copyright holder
Affiliation
Rutgers University. Graduate School - New Brunswick
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Permission or license
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Non-exclusive ETD license
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Author Agreement License
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I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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