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2006Research Conference | June 15–16

This conference highlighted the work of invited speakers, independent researchers who have received grant funds from the Institute of Education Sciences, and trainees supported through predoctoral training grants and postdoctoral fellowships. The presentations are those of the authors and do not necessarily represent the views of the U.S. Department of Education or the Institute of Education Sciences.
Hyatt Regency Washington on Capitol Hill
400 New Jersey Avenue, N.W.
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The 4Rs Study: The Relationship Between Student and Teacher Development and Classroom Climate

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.