NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ937173
Record Type: Journal
Publication Date: 2011
Pages: 13
Abstractor: As Provided
Reference Count: 64
ISSN: ISSN-0827-3383
Teaching to Diversity: Creating Compassionate Learning Communities for Diverse Elementary School Students
Katz, Jennifer; Porath, Marion
International Journal of Special Education, v26 n2 p29-41 2011
Emotional and behavioral outcomes of the Respecting Diversity (RD) program, a social and emotional learning (SEL) intervention to develop self-awareness, self-respect and respect for diverse others, were investigated with 218 students in Grades four to seven and their teachers. Intervention and control groups were assessed pre and post intervention for level of self-awareness, self-respect, awareness of others, and respect for others. Measures of classroom climate were also included. Students completed several measures of SEL, and a selected sample were interviewed to obtain detailed information about their experiences with the RD program. Data were analyzed using thematic content analysis procedures and repeated measures MANCOVAs. The intervention significantly increased students' self-respect, awareness of others, and respect for others, while students in control classrooms decreased in these factors. Classroom climate also significantly improved for treatment classrooms according to both teachers and students, and, similarly, decreased in control classrooms. (Contains 1 table.)
International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 6; Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada