Outcome-domain organization of social and character development measures¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The evaluation organizes its many measures into outcome domains, a grouping device for reporting effects across instruments and reporters. The report defines an "outcome domain—a set of outcomes grouped together because they measure a similar school activity, teacher instructional behavior, or student behavior." Domains thus span three kinds of constructs: what schools do, how teachers instruct, and how students behave, allowing combined-program and per-program impact results to be reported at domain level.

Design Implications¶

Context¶

Requirements¶

• Outcomes must be assignable to a domain sharing a similar school activity, teacher instructional behavior, or student behavior

Constraints¶

Target Learners¶

• elementary school children

Target Learning Objectives¶

• social and character development outcomes measurement

Claims¶

• Improvement indices favor Lessons in Character across all three outcome domains, largest for academic achievement [+W]

Related Theories¶

• Taxonomy of character education outcomes organized from broad student/other levels to specific cognitive, affective, and behavioral constructs
• SACD six-goal framework for social and character development programming
• Five-dimension framework of affective development in preschool children

Examples¶

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Key Sources¶

• Social and Character Development Research Consortium (2010). Efficacy of Schoolwide Programs to Promote Social and Character Development and Reduce Problem Behavior in Elementary School Children (NCER 2011-2001). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education. https://www.mathematica.org/publications/efficacy-of-schoolwide-programs-to-promote-social-and-character-development-and-reduce-problem-behavior-in-elementary-school-children