https://www.um.edu.mt/library/oar/handle/123456789/26842 2026-04-15T18:53:50Z 2026-04-15T18:53:50Z Davis, Wayne L. Leslie, Paul J. https://www.um.edu.mt/library/oar/handle/123456789/6906 2015-12-12T02:08:36Z 2015-11-01T00:00:00Z

Title: Short research report : a comparison of emotional intelligence levels between students in experiential and didactic college programs Authors: Davis, Wayne L.; Leslie, Paul J. Abstract: Short Research Report: A Comparison of Emotional Intelligence Levels between Students in Experiential and Didactic College Programs

2015-11-01T00:00:00Z Binfet, John-Tyler https://www.um.edu.mt/library/oar/handle/123456789/6905 2015-12-12T02:08:35Z 2015-11-01T00:00:00Z

Title: Not-so random acts of kindness : a guide to intentional kindness in the classroom Authors: Binfet, John-Tyler Abstract: Much has been written about random acts of kindness – acts performed spontaneously and often to strangers. The topic of kindness and the benefits arising from performing kind acts holds both empirical and applied interest in the fields of education and psychology. Encouraging students to reflect upon and perform intentional acts of kindness develops perspective-taking, increased social membership, and a structured way of encouraging kindness within the school context. This paper provides an overview of kindness research and argues for the need to promote intentional acts of kindness by providing a framework for teachers to support students in the performance of intentional kindness.

2015-11-01T00:00:00Z Moreno, Gerardo Bullock, Lyndal M. https://www.um.edu.mt/library/oar/handle/123456789/6904 2018-03-13T10:53:58Z 2015-11-01T00:00:00Z

Title: Offering behavioral assistance to Latino students demonstrating challenging behaviors Authors: Moreno, Gerardo; Bullock, Lyndal M. Abstract: 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.

2015-11-01T00:00:00Z Kim, Donghyun Hyun, Jung H. Lee, Jihee Bertolani, Jessica Mortari, Luigina Carey, John https://www.um.edu.mt/library/oar/handle/123456789/6903 2015-12-12T02:08:10Z 2015-11-01T00:00:00Z

Title: Eccomi pronto : implementation of a Socio-Emotional Development curriculum in a South Korean elementary school Authors: Kim, Donghyun; Hyun, Jung H.; Lee, Jihee; Bertolani, Jessica; Mortari, Luigina; Carey, John Abstract: ‘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 selfdirection 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.

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