Context Matters for Social-Emotional Learning: Examining Variation in Program Impact by Dimensions of School Climate

American Journal of Community Psychology

Volumn 56, Issue 1-2, 2015, Pages 101-119

  McCormick, Meghan P ^a   Cappella, Elise ^b   O’Connor, Erin E ^b   McClowry, Sandee G ^b  

^a MDRC   (United States)

^b NEW YORK UNIVERSITY   (United States)

Author keywords

Academic achievement; School climate; School context; Social emotional learning

Indexed keywords

ACHIEVEMENT; CHILD; EMOTION; ETHNIC GROUP; FEMALE; HUMAN; LEADERSHIP; MALE; MINORITY GROUP; ORGANIZATION; ORGANIZATION AND MANAGEMENT; POVERTY; PRESCHOOL CHILD; PSYCHOLOGY; SAFETY; SCHOOL; SCHOOL HEALTH SERVICE; SELF CONTROL; SOCIAL BEHAVIOR; SOCIAL ENVIRONMENT; SOCIAL LEARNING; STUDENT; URBAN POPULATION;

ACHIEVEMENT; CHILD; CHILD, PRESCHOOL; EMOTIONS; ETHNIC GROUPS; FEMALE; HUMANS; LEADERSHIP; MALE; MINORITY GROUPS; ORGANIZATIONAL CULTURE; POVERTY; SAFETY; SCHOOL HEALTH SERVICES; SCHOOLS; SELF-CONTROL; SOCIAL ENVIRONMENT; SOCIAL LEARNING; SOCIAL RESPONSIBILITY; STUDENTS; URBAN POPULATION;

EID: 84937976283     PISSN: 00910562     EISSN: None     Source Type: Journal    
DOI: 10.1007/s10464-015-9733-z     Document Type: Article

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