| Title: |
Supporting the Social-Emotional Learning of Young Learners. An Evaluation of PEDALS. Research Report. RR-A3269-2 |
| Language: |
English |
| Authors: |
Christopher Joseph Doss; Elaine Lin Wang; Jill S. Cannon; Nastassia Re; Joshua Eagan; Brian Kim; RAND Social and Economic Well-Being; RAND Education and Labor |
| Source: |
RAND Corporation. 2024. |
| Availability: |
RAND Corporation. P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 877-584-8642; Tel: 310-451-7002; Fax: 412-802-4981; e-mail: order@rand.org; Web site: http://www.rand.org |
| Peer Reviewed: |
Y |
| Page Count: |
88 |
| Publication Date: |
2024 |
| Sponsoring Agency: |
Ralph C. Wilson, Jr. Foundation |
| Document Type: |
Reports - Research |
| Descriptors: |
Preschool Children; Social Development; Emotional Development; Social Emotional Learning; Curriculum Implementation; Curriculum; Teacher Attitudes; Barriers |
| Geographic Terms: |
New York; Michigan |
| DOI: |
10.7249/RRA3269-2 |
| Abstract: |
This report presents the results of a study conducted by RAND researchers that investigated the implementation and effects of the Positive Emotional Development and Learning Skills (PEDALS) program in prekindergarten classrooms in Western and Central New York and Southeast Michigan. PEDALS is a social-emotional learning (SEL) program that combines the Second Step curriculum, a universal curriculum whose implementation provides SEL instruction to all children in a classroom, with two years of supports for site directors and teachers. Supports include screening children to connect them with resources as needed, coaching, collecting and using data to inform implementation, and sustainability planning. Through a collaborative process, RAND and PEDALS partners in each state conceptualized the implementation study and quasi-experimental impact study leveraging a propensity score weighting analysis. This report--the second and final report in a series on PEDALS--summarizes and expands upon implementation findings and presents the results of the quasi-experimental study. This report should be of interest to PEDALS staff in Michigan and New York, early childhood educators who are implementing PEDALS, early childhood educators interested in implementing PEDALS or prekindergarten SEL programs more generally, state and federal policymakers interested in SEL and the effectiveness of PEDALS, and researchers interested in SEL approaches. [Additional funding by the Health Foundation for Western & Central New York.] |
| Abstractor: |
ERIC |
| Entry Date: |
2024 |
| Accession Number: |
ED662320 |
| Database: |
ERIC |