Making Space for Social and Emotional Learning in Science Education

Social-emotional learning (SEL) is known to improve student outcomes but is rarely combined with STEM. In this paper we present an action research study to examine the impact of a STEM + SEL curriculum intervention to address a real-world school conflict. One hundred sixth–eighth graders and four teachers participated in an in-person facilitation of a SEL Arthropod curriculum, DIFFERENT. After the intervention, students completed open-ended couplet statements about arthropod behavior, tarantulas, and humans designed to measure sentiment change. Answers were manually coded using inductive coding on a scale of negative (1) to positive (5). Statement sentiments significantly shifted from negative to neutral and negative to positive for all three questions. Neutral to positive shifts were only significant for the couplet statements about arthropod behavior. This study reports the first confirmed instance of successful use of arthropods for SEL within a curriculum that integrates students’ social-emotional skills within a science classroom.

Family−school conflict and self-regulation among diverse women in higher education

PurposeThis study investigated whether family−school conflict, directly and indirectly, predicts behavioral regulatory strategies (via emotion regulation) among women in higher education. The authors aim to hypothesize that the direct and indirect effects would vary by race/ethnicity.Design/methodology/approachParticipants were 1,872 incoming first-year female students from a large, racially/ethnically diverse urban public university. They were classified into four racial/ethnic groups: 22% Asian American (n = 403), 11% Black (n = 209), 46% Latina (n = 865), and 21% White (n = 395). Data were collected from institutional records and an online student pre-matriculation survey. Multigroup structural equation modeling (SEM) was performed to explore the structural relations among key variables.FindingsFamily−school conflict was negatively associated with help-seeking in all racial/ethnic groups, whereas family−school conflict was negatively associated with time management only for Latina students. In addition, family−school conflict indirectly predicted time management and help-seeking through increased emotion regulation, particularly among Latina students.Originality/valueIn considering racial heterogeneity, the results showed the importance of analyzing racial/ethnic groups separately to obtain more accurate information on self-regulation mechanisms in family−school conflict contexts.

Working College Students’ Time Pressure and Work-School Conflict: Do Boundary Permeability and Dispositional Mindfulness Matter?

Although working college students are experiencing increasing demands on their time, the influence of time pressure on students’ work-school experience has been under-studied in the extant career development literature. Drawing on boundary theory and conservation of resources theory, the present research investigates the degree to which work or school time pressure is associated with working college students’ work-school conflict through work-school boundary permeability. Moreover, this study considers dispositional mindfulness as an individual resource that buffers the relationships above. Using a sample of 222 working college students in a large and diverse public university in the United States, we find support that work and school time pressures predict higher work-school conflict through work-school boundary permeability. Results also suggest that dispositional mindfulness moderates the indirect relationship among school time pressure, school-to-work boundary permeability, and school-to-work conflict. We discuss the theoretical and practical implications of our findings.

Inter-organisational conflict resolution strategies at academic level

In any educational institution, conflict is practically inevitable, which is why managers must be prepared at all times to react as early as possible, effectively reducing and resolving the school conflict having many benefits. Thus, the future teachers need to have, in their panoply of professional competences, those skills aiming at managing conflicts in an educational environment so as to build an optimal climate for educational activities. In order to resolve various conflict situations, it is necessary to choose the best resolution strategy, from several strategies dedicated to resolving organizational conflicts. The purpose of this study is to investigate conflict situations in schools, the causes of conflicts perceived by respondents, as well as optimal strategies for resolving these conflicts.

Leadership and Conflict Management Style Are Associated with the Effectiveness of School Conflict Management in the Region of Epirus, NW Greece

There are few options available for school managers who wish to effectively tackle school conflicts. The aim of the present work was to assess the issue of school conflict, its sources, and the effectiveness of different conflict management styles in Secondary Education school units in Greece. Teachers (n = 128) from twelve randomly selected schools in the region of Epirus, NW Greece, participated in the present work. Teachers’ views on their school Principals’ leadership style as well as the sources, the type(s), and the severity of conflict in their school unit were surveyed. Conflict appeared to be a frequent issue in schools. Frequent sources of conflict included interpersonal and organizational parameters. School leaders exhibited a range of conflict management styles. Compromise and Collaborative styles were frequently observed, followed by Smoothing and Forcing. Avoidance was less frequently exhibited by school leaders. The transformational and transactional leadership styles exhibited were equally effective in successful conflict resolution, whereas a laissez-faire leadership style was not. The results indicate that leadership and conflict management style can be associated with the effectiveness of conflict management.

THE EFFECT OF WORKLOAD AND JOB CHARACTERISTICS ON EMPLOYEE PERFORMANCE THROUGH WORK-SCHOOL CONFLICT AS MEDIATION VARIABLE

This study aims to examine and analyze the effect workload and job characteristics on employee performance through work-school conflict as a mediating variable for employees who are continuing their graduate studies. The research method uses quantitative approaches. The sample selection is done by using Hair Methodl, namely by multiplying 5-15 with indicators (60 indicators), so sample obtained by 300 employees who are continuing their graduate studies in Jakarta. The technique of collecting data uses a questionnaire. Data were analyzed using SEM-PLS 3.0.The result showed that wokload had a positive and significant effect on work-school conflict, but no effect on employee performance. Job characteristics had a positive and significant effect on employee performance, but no effect on work-school conflict. Work-school conflict had negative and significant effect on employee performance. In addition, work-school conflict had full mediated work load on employee performance, but no effect mediating for characteristics to employee performance

THE EFFECT OF PERCEIVED ORGANIZATIONAL SUPPORT AND WORKLOAD ON JOB SATISFACTION THROUGH WORK-SCHOOL CONFLICT AS A MEDIATING VARIABLE

This study aims to examine and analyze the effect of perceived organizational support and workload on job satisfaction through work school conflict as a mediating variable. Respondent data is taken from Master students with status as employees who study at universities that have A accreditation in DKI Jakarta. The sampling method used in this study was purposive sampling. The population is taken using the Hair method in which the number of indicators is multiplied (5-15) (53 x 5) so that 265 samples are obtained). The analytical method used in this study is SEM-PLS 3.0. The results showed that the perception of organizational support had a positive and significant effect on satisfaction but did not affect work school conflict. Workload has a negative effect on satisfaction and a positive and significant effect on work school conflict. Work school conflict plays a role in mediating the effect of perceived organizational support on job satisfaction. In addition, workload plays a role in mediating the effect of perceived organizational support on job satisfaction