Joshua L. Brown, New York University
Stephanie M. Jones, Fordham University
J. Lawrence Aber, New York University
Abstract: The present study of the 4Rs Program in New York City, funded collaboratively by IES and CDC as part of the Social and Character Development research network, is unique as it is the only study in the network to (a) focus specifically on both the direct and mediated effects of intervention on teacher's own social-emotional skills and professional development and on child outcomes, and (b) rigorously test a program model based on integrating a social and character development intervention within a literacy development curriculum.
The 4Rs Program is a universal, school-based intervention in literacy development and conflict resolution that integrates social and emotional development into the language arts curriculum for grades K-5. The program has two primary components: (1) a comprehensive 7-unit, 21 lesson, literacy-based curriculum in conflict resolution and social-emotional learning and (2) 25 hours of teacher training followed by ongoing coaching to support them in teaching the 4Rs curriculum with a minimum of 12 contacts in one school year. The present study employs a three-year (5-wave) accelerated, longitudinal experimental design. Eighteen schools have been identified and randomly assigned to a 4Rs intervention or control condition (9 to each condition). All 3rd grade students and their teachers are tracked and assessed 5 times as they move from 3rd to 5th grade, totaling approximately 800 students in 92 classrooms. Data will be presented on the relationship between changes in student and teacher reported outcomes and classroom climate.