PBL Works, offered by The Buck Institute for Education, provides a teaching practices approach to SEL. It includes programming for grades 6-12 and demonstrates evidence of effectiveness at grade 12.
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- SEL lessons
- Instructional practices
- Relationship building
- Positive classroom management
- SEL generalization
- Shared agreements
- Student voice
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- Systemic support for SEL
- Adult SEL
- Student Voice
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- Service-learning
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- Activities and Resources for Home
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- Onsite in-person training
- Virtual training
- Offsite training
- Train the trainer model
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- Administrator support
- Coaching
- Technical assistance
- Professional Learning Communities (PLCs)
- Online resource library
- Self-report tools for monitoring implementation
- Observational tools
- Tools for measuring student success
Evidence of effectiveness
Results of a randomized control trial (RCT) evaluation conducted in the 2007-2008 academic year (published in 2010) supported the effectiveness of PBLworks or high school students. The evaluation included 3,752 grade 12 students (Latinx = 41%; White = 37%; 40% of students at school eligible for FRPL). The evaluation found that students who received the program had significant increases in self-reported academic self-efficacy, as well as higher economic literacy test scores compared to control group students (outcomes reported 17 weeks after baseline while controlling for outcome pre-test).
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Evidence shown in grades 12School characteristics -
- Rural
- Urban
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- Southwest
- West
Student characteristics - Hispanic / Latinx
- White
- Low income
Percentage Low Income - Eligible for FRPL: 40%
Study design type - RCT
Greater than 350 students included in study design type - Yes
Multiple school districts included at study design type - Yes
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- Improved academic performance
- Reduced emotional distress
- Improved identity development and agency
- Reduced problem behaviors
- Improved school climate
- Improved school connectedness
- Improved social behaviors
- Improved teaching practices
- Improved other SEL skills and attitudes
Get info and pricing on the provider’s website
Go to Provider SiteReferences
- Accepted by CASEL
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Finkelstein, N., Hanson, T., Huang, C.-W., Hirschman, B., and Huang, M. (2010). Effects of Problem Based Economics on high school economics instruction. (NCEE 2010-4002). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
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