A social-emotional skills learning program for sixth-graders decreased physical fighting by 42 percent, suggests a study led by educational psychologist Dorothy Espelage in the College of Education.
Middle school children who completed a social-emotional skills learning program at school were 42 percent less likely to engage in physical fighting a year later, according to a new study in the Journal of Adolescent Health. The study, which is ongoing, involves more than 3,600 children at 36 middle schools across Illinois and Kansas, the largest sample to date used to investigate the impact of a social-emotional skills learning program on the behavior of middle school students.
Gangs presence in the vicinity of schools both escalates levels of violence associated with bullying and creates a climate of fear and victimization that discourages adults and youth from intervening, suggests a study by alumnus Anjali Forber-Pratt, left, and co-author Dorothy Espelage in the College of Education.
The presence of gangs in the vicinity of schools creates a pervasive climate of fear and victimization among students, teachers and administrators that escalates the level of aggression in bullying incidents and paralyzes prevention efforts, suggests a new study in the journal Psychology of Violence.
New hires success on the job is highly dependent on their knowledge of the formal and informal social systems in the workplace, suggests a new study led by Russell Korte, a professor of human resource development in the College of Education.
The quality of the social relationships that newly hired people develop with other employees in their work groups is critical to newcomers job satisfaction, learning their responsibilities and their ability to fit in to the workplace culture, a new study suggests.
The role of culture in educational and social interventions will be the focus of a conference in Chicago to be hosted by the College of Education at the University of Illinois at Urbana-Champaign.
High schools placement policies and teachers biases about immigrant students abilities can be detrimental to students academic success, according to studies by Liv Thorstensson Dvila, a professor of curriculum and instruction in the College of Education.
U.S. high school sink or swim placement policies that propel immigrant students into courses that theyre linguistically and academically unprepared for or conversely, that funnel all newcomers into remedial courses or service-oriented vocational programs may undermine these students academic success and their motivation to learn, new research suggests.