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ERIC Number: EJ1002195
Record Type: Journal
Publication Date: 2013
Pages: 25
Abstractor: As Provided
Reference Count: 67
ISBN: N/A
ISSN: ISSN-1047-4412
Conceptual Foundations and Components of a Contextual Intervention to Promote Student Engagement during Early Adolescence: The Supporting Early Adolescent Learning and Social Success (SEALS) Model
Farmer, Thomas W.; Hamm, Jill V.; Lane, Kathleen L.; Lee, David; Sutherland, Kevin S.; Hall, Cristin M.; Murray, Robert A.
Journal of Educational & Psychological Consultation, v23 n2 p115-139 2013
Decades of research indicate that many early adolescents are at risk for developing significant school adjustment problems in the academic, behavioral, and social domains during the transition to middle school. The Supporting Early Adolescent Learning and Social Success (SEALS) model has been developed as a professional development and consultation program to train teachers in universal (Tier 1) instructional and classroom management strategies to address the correlated risks experienced by students during this time. This article reviews the conceptual foundations of the SEALS model, provides an overview of SEALS intervention components, describes the SEALS professional development training and consultation framework, reviews preliminary findings of the impact of SEALS in rural school settings in the United States, and discusses research needs and future directions regarding the use of the SEALS model. (Contains 3 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A120812