The overall sample was 87 percent Caucasian and 7.6 percent Hispanic, with an average Hollingshead index position indicating a largely middle-class sample.The majority of the sample (53 percent) was female; 6 percent were enrolled in special education and 3.2 percent had a documented learning disability. (2002) designed constructs for measuring school bonding, parenting skills, social competence, and self-regulation by deriving various indices from questionnaires administered to children, parents, and teachers.Hadley Ferguson is the executive director of the Ed Foundation.Tags: Essay On Hiroshima NagasakiTimetable For Research ProposalOutsourcing And Offshoring EssayRole Of Internet In Communication EssayUniversity Of Maryland Essay Prompts 2014Critical Thinking Games For College StudentsBoston Consulting Group Case StudyEnglish Essays Reading
Early lessons focus on word concepts and pre-problem-solving skills to understand and recognize other people’s feelings.
The lessons that follow aim to help children identify their feelings and the feelings of others, with later lessons using role playing and "dialoguing" to enhance their problem-solving skills.
Each lesson has a stated purpose, suggested material, and script teachers use to guide the class.
Ideally, lessons are delivered between three and five times a week.
It also requires a lesson guide to lead the classroom through the program.
Study 1Shure and Spivack’s 1982 evaluation of an interpersonal cognitive problem-solving intervention, which would later be called I Can Problem Solve (ICPS), followed low-income, inner-city African American nursery school and kindergarten children to evaluate them over a 2-year period.
For teachers, this means adjusting teaching methods, and stepping back to let students take control.
We talked to five pioneering educators at SXSW EDU about how they teach the skills for creative problem-solving.
Subjects in the year 1 evaluation included 113 children (47 boys and 66 girls) trained in ICPS, and 106 control children (50 boys and 56 girls).
In year 2 of the evaluation, the 131 children were divided into four groups: a twice trained group (n=39); a trained in nursery school group (n=30); a trained in kindergarten group (n=35); and a never-trained control group (n=27).