The role of social-emotional learning in attaining literacy and numeracy

社会情感学习在读写和算术方面的作用

• 批准号: FT170100294
• 负责人: Prof Kristin Laurens
• 金额: $ 60.58万
• 依托单位: Queensland University of Technology
• 依托单位国家: 澳大利亚
• 项目类别: ARC Future Fellowships
• 财政年份: 2018
• 资助国家: 澳大利亚
• 起止时间: 2018-01-01 至 2022-12-31
• 项目状态: 已结题
• 来源: https://dataportal.arc.gov.au/RGS/Web/Grants/FT170100294
• 关键词: role; social; emotional; learning; attaining

This project aims to characterise variability in developmental pathways to literacy and numeracy, and the factors that contribute to this variation, utilising innovative analytical approaches and population data. This project expects to generate new knowledge regarding the role of school-based social-emotional learning programs in supporting children’s achievement of literacy and numeracy. Expected outcomes of the project include enhanced collaboration with government to deliver policy-relevant information on the most effective targets and timing for delivering social-emotional programs that maximise academic learning. This should assist policy makers to develop better strategies to support every child’s academic achievement.

该项目旨在利用创新的分析方法和人口数据来描述识字和算术发展途径的变异性以及导致这种变异的因素。该项目期望产生关于基于学校的社会情感学习计划在支持儿童读写和算数方面的作用的新知识。该项目的预期成果包括加强与政府的合作，提供有关最有效目标和时间安排的政策相关信息，以最大限度地提高学术学习的社会情感计划。这应该有助于政策制定者制定更好的策略来支持每个孩子的学业成就。