{"id":4083,"date":"2019-09-07T12:43:32","date_gmt":"2019-09-07T16:43:32","guid":{"rendered":"https:\/\/www.philasd.org\/research\/?p=4083"},"modified":"2021-05-04T15:00:45","modified_gmt":"2021-05-04T19:00:45","slug":"teacher-perspectives-on-implementing-the-second-step-program-in-2018-19","status":"publish","type":"post","link":"https:\/\/www.philasd.org\/research\/2019\/09\/07\/teacher-perspectives-on-implementing-the-second-step-program-in-2018-19\/","title":{"rendered":"Teacher Perspectives on Implementing the Second Step Program in 2018-19"},"content":{"rendered":"<div class=\"wpb-content-wrapper\">[vc_row][vc_column][vc_column_text]In 2018-19, ORE surveyed teachers about implementing Second Step, a social-emotional learning program\u00a0designed to promote self-regulation skills among students in grades K-8. We had four primary research questions:<\/p>\n<ol>\n<li>Do teachers report implementing Second Step with fidelity?<\/li>\n<li>Do teachers feel adequately trained, prepared, and supported to implement Second Step?<\/li>\n<li>What benefits and challenges have teachers experienced with Second Step?<\/li>\n<li>What additional supports do teachers feel they need to implement Second Step successfully?<\/li>\n<\/ol>\n[\/vc_column_text][vc_column_text]Click the button below to read the eight-page research brief.[\/vc_column_text][vc_btn title=&#8221;CLICK HERE TO DOWNLOAD THE REPORT&#8221; style=&#8221;gradient-custom&#8221; gradient_custom_color_1=&#8221;#0b315b&#8221; gradient_custom_color_2=&#8221;#398635&#8243; align=&#8221;center&#8221; button_block=&#8221;true&#8221; link=&#8221;url:https%3A%2F%2Fwww.philasd.org%2Fresearch%2Fwp-content%2Fuploads%2Fsites%2F90%2F2019%2F09%2FImplementing-Second-Step-2018-19-Research-Brief-September-2019.pdf|||&#8221;][\/vc_column][\/vc_row]\n<\/div>","protected":false},"excerpt":{"rendered":"<p>Results from a 2019 teacher survey about implementing Second Step, a social-emotional learning program. <\/p>\n","protected":false},"author":21878,"featured_media":4084,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[131,138],"tags":[],"class_list":["post-4083","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-effective-instruction","category-school-climate"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/4083","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/users\/21878"}],"replies":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/comments?post=4083"}],"version-history":[{"count":1,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/4083\/revisions"}],"predecessor-version":[{"id":4085,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/4083\/revisions\/4085"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media\/4084"}],"wp:attachment":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media?parent=4083"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/categories?post=4083"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/tags?post=4083"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}