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ERIC Number: ED442571
Record Type: Non-Journal
Publication Date: 2000-May
Pages: 62
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Developing Emotional Intelligence in a Multiage Classroom.
Finley, Darla; Pettinger, Ann; Rutherford, Timika; Timmes, Valerie
This action research project investigated a modified integrated curriculum for students in a multiage classroom who lacked personal and social skills. The lack of such skills in the prekindergarten through first-grade students was documented by means of teacher observations, summary reports, daily behavior reports, student portfolios, discussions with other teachers, and test scores. Data revealed that the students had problems with poor listening, off-task behavior, high levels of dependency on older peers within the class, disruptive behavior due to high frustration levels, low participation in classroom activities, and inability to make transitions successfully from group to independent activities. An examination of curriculum content and instructional strategies revealed few opportunities for students to make choices, no integration of the desired social skills in the curriculum, ineffective team-building strategies, and inappropriate implementation of individual monitoring plans. Two interventions were selected: a revised and enhanced approach to implementing the Second Step Program (Committee for Children), and a mandatory staff development workshop that focused on instructional strategies and curriculum enhancements to more effectively develop students' personal and social skills. Post-intervention data indicated an improvement in the students' transfer of social skills in daily real-life situations, an improvement in their approach to resolving conflicts, and an increase in their ability to work cooperatively. (Seven appendices include checklists and questionnaires. Contains 31 references.) (EV)
Publication Type: Dissertations/Theses; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A