Exploring the Impact and Evaluation of the 4Rs Program - Essay Sample

Description of the 4Rs program

The 4Rs Program (Reading, Writing, Respect, and Resolution) is a worldwide, school-based intervention in social-emotional and literacy development learning that focuses on emotional and social development into the language art curriculum for students pre-kindergarten through eighth grade.

Is your time best spent reading someone else’s essay? Get a 100% original essay FROM A CERTIFIED WRITER!

Order now

This evaluation program is a communicated-based program established by non- profit organization known as the Morningside Center for Teaching Responsibility. The programs utilize high-quality children's literature as a foundation for aiding students to acquire skills and understanding in managing anger, assertiveness, listening, negotiation, cooperation, creating community, mediation, countering discrimination, and celebrating differences.

The 4Rs curriculum integrates emotional and social significance and skill building to strict literacy instruction by outlining the universal topic of feelings, conflict, community, and relationships. Above all, the 4Rs Program has two key elements: the first one is a comprehensive 7-unit, the literacy-centered curriculum in social-emotional learning, and 21-35 lessons (Jones, Brown, & Aber, 2010). The second component is 25 hours of training joined by teachers' ongoing tutoring to reinforce them in teaching the 4Rs curriculum with a least of 12 contacts in one school year. All 4Rs narrations integrate a variety of cultures, backgrounds, and ethnicities. Finally, the program provides a trainer-system to maintain sustainability.

Measuring and assessment applications are essential parts of the learning and teaching processes. According to the National Research Council. (2001), these types of applications are conducted to determine students' success and improvements and comprehend the effectiveness of teaching methods. The learners' capabilities will be determined according to affective, cognitive, and emotional skills in educational programs such as the 4Rs program. It will offer a guideline for developing suitable learning-teaching applications. In other words, it will be challenging to decide the benefit of educational activities without performing any measurements and assessment operations at the end of the teaching process without evaluating program variables.

Aggressiveness

Aggressive behavior is behavior, which is intended to cause pain or harm to others. It can be direct or indirect, internal, or external. Aggression impacts on school work. The outcome is to help students develop interpersonal skills such as empathy that can help students build more positive relationships with fellow students and teachers. To know where this logic model was able to achieve its goal, it is significant to develop proper instructions for measuring aggression to control aggression and enhance the school environment. A pyscho metrically valid instrument will be used to measure students' aggression. Therefore, it is essential to develop valid instruments for measuring aggression in the school settings to control aggressive behavior and improve the school climate for effective learning.

Measurements of Aggression

When addressing aggression among students, all conclusions need to be driven from valid results, objective, and reliable aggression measures. For the projection of the outcome, it will use self-reporting questionnaires. Unlike most existing aggression measures that only evaluate a limited number of FOA, self–report measure of aggression offers a chance to assess FOA's broad scope (Orpinas, & Frankowski, 2001). Questionnaires and scales have several advantages, such as validity, reliability, and easy usage. To use self-reporting first, one has to use exploratory and confirmatory factor analysis to examine the aspect structure of the item chosen to represent validated FAO. Then evaluate how aggression may present in differently in boys and girls and across two different backgrounds. Finally, investigate trait anger and personal correlates of the different FAO, which arose from the factor analyses in a trial to differentiate them empirically.

Listening skills

The second variable is the barrier to listen effectively. The program's goal was to enhance students' active listening skills to succeed in classwork by utilizing their skills. Listening skills can also be measured and evaluated; it was ignored in terms of assessment and measurement applications and changed into a problem area. In light of this, Acat, Demiral, and Kaya (2016 )claim that status as listening skills is ignored during assessment and measurement language courses. Subsequently, neither the level of listening skills nor its improvement cannot be determined exactly. This study will offer a guideline of how listening skills c should be measured and assessed to overcome this problem.

How to assess active listening

Construct a rating scale composed of effective listening into two key elements: (1) verbal indicators and (2) non-verbal indicators. Each element is described as a set of measurable behavior scored on a numerical scale. Evaluate students' active listening during the class program, such as when students conduct group discussions, concentrate a new student each day, and in advance, they know they will be assessed. Complete the rating scale and write not in the margins as students engage in the group discussion. The present score to the teacher to analyze them.

References

Acat, M. B., Demiral, H., & Kaya, M. F. (2016). Measuring Listening Comprehension Skills of 5th Grade School Students with the Help of Web-Based System. International Journal of Instruction, 9(1), 211-224.

Jones, S. M., Brown, J. L., & Aber, J. L. (2010). Three Year Cumulative Impacts of the 4Rs Program on Children's Social-Emotional, Behavioral, and Academic Outcomes. Society for Research on Educational Effectiveness. https://eric.ed.gov/?id=ED514147

National Research Council. (, 2001). knowing what students know: The science and design of educational assessment. National Academies Press. https://books.google.co.ke/books?hl=en&lr=&id=xMlxAgAAQBAJ&oi

Orpinas, P., & Frankowski, R. (2001). The Aggression Scale: A self-report measure of aggressive behavior for young adolescents. The Journal of Early Adolescence, 21(1), 50-67. https://journals.sagepub.com/doi/abs/10.1177/0272431601021001003