000			01962nam a22002177a 4500
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008			240125b ph ||||| |||| 00| 0 eng d
040			_cOCT
100			_aNeugebauer, Sabina Rak
240			_aThe elementary school journal / _hSeptember 2023
245			_a41 teachers, 41 different ways : _bExploring teacher implementation of a universal social-emotional learning program under routine conditions / _cSabina Rak Neugebauer, Lia Sandilos, James DiPerna, Leah Hunter, Susan Crandall Hart, and Emmaline Ellis
300			_avol.124(1) : pages 157-192
500			_aABSTRACT Schools are increasingly adopting universal social-emotional learning (SEL) programs to support students' prosocial development and academic success. When adopted across contexts and student populations, SEL interventions can be implemented in different ways, particularly under typical classroom conditions that are not part of research efficacy trials. This study, situated across 13 elementary schools, examined 41 primary teachers' use of a popular universal SEL program with their 811 students, with attention to the prevalence and nature of teachers' program changes to standard program practices. In addition, this study explored whether and how teachers' changes were associated with instructional quality more broadly. Results from 221 lesson observations revealed that teachers' instructional expertise in areas closely aligned with the program's target intervention skills was positively associated with higher levels of program fidelity. Expertise was also related to program changes that honored students' outside of school ex-periences, supported moment-to-moment decision-making, and centered on students' interests.
653			_asocia-emotional learning program
700			_aSandilos, Lia
700			_aDiPerna, James
700			_aHunter, Leah
700			_aHart, Susan Crandall
700			_aEllis, Emmaline
942			_2ddc _cCR _n0
999			_c9479 _d9479