Social and Emotional Skills and Exclusionary Discipline. Research Brief for the Houston Independent School District [Brief 3B]

Autor/inn/en	Yin, Ming; Szabo, Julia; Baumgartner, Erin
Institution	Rice University, Houston Education Research Consortium (HERC); Houston Independent School District
Titel	Social and Emotional Skills and Exclusionary Discipline. Research Brief for the Houston Independent School District [Brief 3B]
Quelle	(2023), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Social Emotional Learning; Social Development; Emotional Development; Altruism; Personality Traits; Creativity; Cooperation; Motivation; Age Differences; Empathy; Grades (Scholastic); Trust (Psychology); Mathematics Achievement; Reading Achievement; Self Efficacy; Self Control; Stress Management; Persistence; Responsibility; Student Characteristics; Correlation; Adolescents; Secondary School Students; Energy; Discipline; Disproportionate Representation; Racial Differences; Ethnicity; African American Students; Hispanic American Students; Suspension; Texas (Houston) + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Altruistic behavior; Altruismus; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Kreativität; Co-operation; Kooperation; psychologische; Motivation (psychologisch); Age; Difference; Age difference; Altersunterschied; Empathie; Notenspiegel; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Self-efficacy; Selbstwirksamkeit; Selbstbeherrschung; Stressmanagement; Stressbewältigung; Ausdauer; Verantwortungsübernahme; Zuständigkeit; Korrelation; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sekundarschüler; Energie; Disziplin; Rassenunterschied; Ethnizität; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Ausschluss; Schulausschluss
Abstract	The Study of Social and Emotional Skills (SSES) is an international effort led by the Organization for Economic Co-operation and Development (OECD) with Houston Independent School District (HISD) serving as the only U.S. site. Over 3,000 15-year-old students from 45 HISD campuses participated in SSES in the fall of 2019. Social and emotional (SE) skills refer to the process by which children acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions (OECD 2015). SE skills can lead to improved outcomes in education, employment, health, and well-being (Kankaraš and Suarez-Alvarez 2019). This brief examines whether and how social and emotional skills were connected to students' experiences of exclusionary discipline. Exclusionary discipline, or disciplinary actions that remove students from a traditional classroom, included in-school suspension, out of school suspension, and referral to an alternative education program. Among the sampled students under study, 15-year-old Black and Hispanic students disproportionally experienced exclusionary discipline. Therefore, this brief focused on these student groups. It was found that students who self-reported higher levels of self-control or persistence were less likely to experience exclusionary discipline, whereas students who self-reported higher levels of assertiveness were more likely to experience exclusionary discipline. [For Brief 3A in this series, see ED626835.] (As Provided).
Anmerkungen	Houston Education Research Consortium. 6100 Main Street, MS-258, Houston, Texas 77005. Tel: 713-348-2532; e-mail: herc@rice.edu; Web site: https://kinder.rice.edu/centers/houston-education-research-consortium
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01