Primary Social and Emotional Aspects of Learning (SEAL): Evaluation of Small Group Work

By N. Humphrey, A. Kalambouka, J. Bolton, Ann Lendrum, Michael Wigelsworth, C. Lennie, P. Farrell. 2008

115 citations recorded by the source corpus.

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Citations in the corpus

Poorer children's educational attainment: how important are attitudes and behaviour? (2010, result): “For example, in one independent evaluation that involved a control group design (Humphrey et al., 2008), statistically significant positive impacts were found for some social and emotional outcome measures, but many more outcomes did not appear affected by the interventions, and indeed there were a ”
Working with ‘Social and Emotional Aspects of Learning’ (SEAL): associations with school ethos, pupil social experiences, attendance, and attainment (2014, methodology): “Indeed, existing evaluation reports on SEAL (Hallam et al., 2006; Ofsted, 2007; Smith et al., 2007; Humphrey et al., 2008, 2010a) underline, time and again, the existence of wide variations in the way that SEAL is delivered and implemented at different schools.”
Social and emotional aspects of learning (SEAL) programme in secondary schools: national evaluation (2010, methodology): “For instance, both Hallam, Rhamie and Shaw (2006a) and Humphrey et al (2008) highlighted the importance of both initial and ongoing support and training for schools at the Local Authority (LA) level, the pre-existing foundations for implementation (e.g. complimentary work already taking place in…”
Self-regulated learning: a literature review. [Wider Benefits of Learning Research Report No. 33] (2009, background): “While evaluation of the ‘small group’ element of the SEAL programme (Humphrey et al., 2008) has found positive associations with improved behaviour and attendance, detailed evaluation of the whole-school approach is still needed; this could usefully consider the effects of the programme in promoting”
Measures of Social and Emotional Skills for Children and Young People (2011, background): “However, given the relatively low concurrence between teacher, parent, and child responses in this area (e.g., Humphrey et al., 2008, found correlations as low as .25, indicating only 6% shared variance), consideration needs to be given as to whose perspective is prioritized.”
Mental Health and Social and Emotional Learning: Evidence, Principles, Tensions, Balances (2010, methodology): “England, in contrast to the localised approaches of Scotland and Australia, has created the national programme Social and Emotional Aspects of Learning (SEAL), funded by government, free to end users and indeed with incentives to participate, in primary and secondary schools (DCSF, 2009b).”