These are exciting times for those of us invested in expanding the definition of student success to include MESH competencies which research shows are critical to school, college, career, and life well-being. States are engaged in ESSA planning around multimetric systems, more and more districts are embracing the importance of MESH, and there is great research on how to measure and develop these key skills emerging daily. There’s a lot of work to be done!
In addition to four new roles TransformEd is hiring for, two of our fellow travelers in the MESH space also have exciting openings. Facing History and Ourselves is a national team of amazing people working to help students learn about hatred and bigotry so they can stop them from happening in the future. They’re adding several roles to their team. Our colleagues at Greater Good Science Center, who sponsor groundbreaking scientific research into social and emotional well-being and help people apply this research to their personal and professional lives, are looking for a new Education Content Specialist.
In the Press
MINDSETS, ESSENTIAL SKILLS, & HABITS | MESH
Students' Broken Moral Compasses
The Atlantic – Paul Barnwell, July 25, 2016
Nonacademic Skills Are the Necessary Foundation for Learning
Education Week – K. Brooke Stafford-Brizard, July 22, 2016
Excitement Equals Excellence: How Educators Can Rile Up Student Motivation
Education Week – Mathew Lynch, July 20, 2016
Growth Mindset: How Much Can It Counter Poverty's Damage?
Education Week – Sarah D. Sparks, July 20, 2016
3 Ways Ed-Tech Can Cultivate a Growth Mindset
EdWeek MarketBrief – Ian Siegel, July 19, 2016
MEASUREMENTS & INTERVENTIONS
Maine Classroom Seeks to Connect Problem Students with School, Peers
Maine Public Broadcasting – Robbie Feinberg, July 22, 2016
3 Ways That Performance-Based Assessment Addresses 3 Important Critiques of Standardized Assessment
Education Week – John T. McCrann, July 20, 2016
Head of Atlanta schools calls on President Obama to help end violence
CBS WGCL – Joey Hunziker, July 19, 2016
EDUCATION POLICY & REFORM
U.S. Secretary of Education: Let's Educate, Not Incarcerate
Education Week – John B. King, Jr., July 26, 2016
Report: 6 million students miss too much school
District Administration – Alison DeNisco, July 25, 2016
In Teaching and Assessment, Prudence Might Not Be a Virtue
Education Week – Rafael Heller, July 25, 2016
Why Collaboration Doesn't Work
Education Week – Peter M. DeWitt, July 24, 2016
Early childhood teachers are our ambassadors to the 21st century. Let’s make sure they are well prepared
The Hechinger Report – Gillian Dowley McNamee, July 19, 2016
Data Looms Large in Quest for New School-Quality Indicator: States look hard at what's required to meet ESSA's mandate
Education Week– Daarel Burnette, II, July 19, 2016
Achievement goals and self-efficacy: A meta-analysis
Educational Research Review – Chiungjung Huang, November 2016
Abstract: This meta-analysis examined the relations between achievement goals and self-efficacy. One hundred and twenty-five studies consisting of 148 samples (N = 61,456) reporting the relations between academic achievement goals and academic self-efficacy were included. The correlations of mastery and mastery approach goals with self-efficacy were generally moderate to strong, while those of performance avoidance and mastery avoidance goals with self-efficacy were low. Goal valence was meaningfully related to self-efficacy, whereas the support for the goal definition was inconsistent. Publication status, proportion of males, mean age, and achievement goal measure did not exert significant moderating effects, whereas those for country where the research was conducted, the proportion of Caucasians, the self-efficacy measure, the domains of achievement goals and self-efficacy, and matching between achievement goal and self-efficacy domains varied with the achievement goal factor. The four-factor model was based on a relatively small number of samples, and so future research is needed to determine whether there are differences in correlations of mastery avoidance and performance avoidance goals with antecedents and consequences.
Promoting well-being: The contribution of emotional intelligence
Frontiers in Psychology– Annamaria Di Fabio & Maureen E. Kenny, July 25, 2016
Abstract: Adopting a primary prevention perspective, this study examines competencies with the potential to enhance well-being and performance among future workers. More specifically, the contributions of ability-based and trait models of emotional intelligence (EI), assessed through well-established measures, to indices of hedonic and eudaimonic well-being were examined for a sample of 157 Italian high school students. The Mayer Salovey Caruso Emotional Intelligence Test (MSCEIT) was used to assess ability-based EI, the Bar-On Emotional Intelligence Inventory (EQ-i) and the Trait Emotional Intelligence Questionnaire (TeiQue) were used to assess trait EI, the Positive and Negative Affect Scale (PANAS) and the Satisfaction With Life Scale (SWLS) were used to assess hedonic well-being, and the Meaningful Life Measure (MLM) was used to assess eudaimonic well-being. The results highlight the contributions of trait emotional intelligence in explaining both hedonic and eudaimonic well-being, after controlling for the effects of fluid intelligence and personality traits. Implications for further research and intervention regarding future workers are discussed.
Practitioner Review: School-based interventions in child mental health
Journal of Child Psychology and Psychiatry – Frank W. Paulus, Susanne Ohmann, & Christian Popow , July 22, 2016
Abstract: School-based interventions (SBIs) are well-established and effective treatments for improving child mental health. Specific school-based topics include prevention (Tier I–III) and interventions (e.g. cognitive–behavioural programmes and daily report cards). We performed a systematic literature search in five commonly used online databases (ERIC, MEDLINE, PsycARTICLES, PsycINFO and PSYNDEX) for English-language articles published between 1993 and 2015. Additional sources included reference lists of relevant articles and book chapters. We identified a number of successful behavioural or cognitive–behavioural programmes yielding moderate to strong effects for a range of emotional and behavioural problems. The implementation of these programmes and the collaboration of the involved settings (school and home) and persons are important factors for their effectiveness under real-life conditions. Effective SBIs are valuable tools for students with mental health problems if evidence-based cognitive–behavioural interventions are applied and rules of translational algorithms and implementation science are respected.
Peer Influence on Academic Performance: A Social Network Analysis of Social-Emotional Intervention Effects
Prevention Science – Dawn DeLay, et al., July 19, 2016
Abstract: Longitudinal social network analysis (SNA) was used to examine how a social-emotional learning (SEL) intervention may be associated with peer socialization on academic performance. Fifth graders (N = 631; 48 % girls; 9 to 12 years) were recruited from six elementary schools. Intervention classrooms (14) received a relationship building intervention (RBI) and control classrooms (8) received elementary school as usual. At pre- and post-test, students nominated their friends, and teachers completed assessments of students’ writing and math performance. The results of longitudinal SNA suggested that the RBI was associated with friend selection and peer influence within the classroom peer network. Friendship choices were significantly more diverse (i.e., less evidence of social segregation as a function of ethnicity and academic ability) in intervention compared to control classrooms, and peer influence on improved writing and math performance was observed in RBI but not control classrooms. The current findings provide initial evidence that SEL interventions may change social processes in a classroom peer network and may break down barriers of social segregation and improve academic performance.
The Determinants of Non-Cognitive Education: does the school matter? Empirical evidence from Spain
European Journal of Education – Javier Suarez Pandiello, Marian Garcia Valinas, & Manuel A. Muniz, July 18, 2016
Abstract: The literature on the economics of education emphasises the relevance of the cognitive and non-cognitive dimensions of educational results. However, the latter have been ignored in the empirical literature that focuses on the measurement and evaluation of outcomes in secondary education. This article analyses non-cognitive outcomes using a survey on some 5,500 15-year-old pupils at grant-aided and public schools in Spain for the 2010-2011 academic year. Our results show that school ownership does not have a significant impact on non-cognitive educational outcomes. However, other school-specific characteristics do matter, for example, the student's peer group. With regard to individual and family characteristics, we found some new variables that should be considered in the case of affective education. Therefore, some traditional explanatory factors (such as socioeconomic attributes) lose significance and other variables (such as the father's age) emerge as significant explanatory factors of non-cognitive educational results.
Protocol for a Systematic Review: The Tools of the Mind Curriculum for Improving Self-Regulation in Early Childhood: A Systematic Review
The Campbell Collaboration – Alex Barron, et al., July 1, 2016
Abstract: Self-regulation, defined as volitional control of attention, behavior, and executive functions for the purposes of goal-directed action (Blair & Ursache, 2011), is associated with multiple school-related outcomes (Calkins, Howse, & Philippot, 2004; Diamond & Lee, 2011; McClelland & Tominey, 2011). For example, children with robust self-regulation have been shown (Fisher, Hirsh-Pasek, Newcombe, & Golinkoff, 2013; Ramani, 2012) to more cooperatively participate in classroom activities, sustain focus on tasks (Bierman, Nix, & Greenberg, 2008; Drake, Belsky, & Fearon, 2014), and exhibit reduced behavioral issues (Feng et al., 2008; Ponitz, McClelland, Matthews, & Morrison, 2009). Conversely, lower levels of self-regulation skills are associated with externalizing behaviors (Flouri, Midouhas, & Joshi, 2014; Olson & Lunkenheimer, 2009), diminished attention (Raver et al., 2011; Tough, 2012), and lower academic achievement (Kim, Nordling, Yoon, & Kochanska, 2014; Nota, Soresi, & Zimmerman, 2004; Soares, Vannest, & Harrison, 2009). In addition to academic outcomes, children with poor self-regulatory competencies are more likely to have worse health and financial outcomes in adulthood (Moffitt, Arseneault, & Caspi, 2011; Schlam, Wilson, Shoda, & Mischel, 2013).
Given the role of self-regulation in promoting both child and adult outcomes, early intervention in preschool contexts holds considerable promise for improving a child’s development trajectory. As Heckman noted, early “skill begets skill; learning begets learning” (Heckman & Masterov, 2007, p. 3). Consequently, small self-regulatory differences in early childhood can be magnified to progressively larger differences over time (Alexander, Entwisle, & Kabbani, 2001; O’Shaughnessy, Lane, Gresham, & Beebe-Frankenberger, 2003). Thus, early childhood emerges as an especially critical period in which to intervene.