International Journal of Emotional Education

2 - 14

Authors: Donghyun Kim, Jung H. Hyun, Jihee Lee, Jessica Bertolani, Luigina Mortari and John Carey

‘Eccomi Pronto’ (EP), an elementary school socio-emotional learning curriculum that was originally developed and evaluated in Italy was translated in Korean and implemented and evaluated in 4th grade classrooms of a primary school in South Korea. Qualitative data from teachers indicated that EP improved the self-reflection and self-direction of students, resulted in pedagogically useful insights into the psychological functioning of students, and enhanced the quality of teacher-student interaction. However, statistically significant changes in students’ engaged, academic behavior (as measured by an 8-item survey) were not noted. Teachers reported that the core of the EP curriculum was appropriate for the South Korean educational context. Teachers also recommended modifications in the follow-up learning activities to make these activities more consistent with South Korean education practices.

36 - 48

Authors: Gerardo Moreno and Lyndal M. Bullock

Challenging behaviors can significantly alter the learning environment of any classroom. Traditionally, schools have implemented practices that remove the offending student from the classroom, deliver punitive disciplinary actions, or refer the student to special education evaluation. Unfortunately, such practices have demonstrated little longitudinal effectiveness, with detrimental outcomes for the referred student, particularly students from Latino backgrounds. With enrollment projections indicating Latinos will become the majority in U.S. schools, educators are presented with the opportunity to shift away from past practices and implement evidence-based practices that concurrently assist students while addressing challenging behaviors. In this paper, the authors discuss past disciplinary practices, the adverse effects on Latino students, and offer recommendations on implementing functional behavioral assessment as a means to better meet the needs of Latino students demonstrating challenging behaviors.

63 - 65

Authors: Short Research Report: A Comparison of Emotional Intelligence Levels between Students in Experiential and Didactic College Programs

Short Research Report