Page 133 - Šolsko polje, XXXI, 2020, 3-4: Convention on the Rights of the Child: Educational Opportunities and Social Justice, eds. Zdenko Kodelja and Urška Štremfel
P. 133
mornar et al. ■ students’ social, emotional and intercultural competencies ...
it comes to programme implementation. Still, some conclusions may be
drawn from this review, particularly with regard to programme setting
and the involvement of school staff. The most (successful) programmes
are usually school-based, and engage school staff, namely teachers, in their
implementation. This implies that using existing resources in schools
can go a long way to ensuring an overall better programme impact and
long-lasting results, providing a good starting point for school-based so-
cial, emotional and intercultural learning.
References
Aboud, F. E., Tredoux, C., Tropp, L. R., Brown, C. S., Niens, U., and Noor,
N. M. (2012) Interventions to reduce prejudice and enhance inclusion
and respect for ethnic differences in early childhood: A systematic re-
view. Developmental Review 32(4), pp. 307–336.
Allport, G. W. (1954) The nature of prejudice. Addison-Wesley.
Anderson, K. L., Weimer, M., and Fuhs, M. W. (2020) Teacher fidelity to
Conscious Discipline and children’s executive function skills. Early
Childhood Research Quarterly, 51, pp. 14–25.
Auernheimer, G. (2003) Einführung in die Interkulturelle Pädagogik.
Darmstadt: Wissenschaftliche Buchgesellschaft.
Bandura, A., and Walters, R. H. (1977) Social learning theory (Vol. 1).
Englewood Cliffs, NJ: Prentice-hall.
Beelmann, A., and Heinemann, K. S. (2014) Preventing prejudice and im-
proving intergroup attitudes: A meta-analysis of child and adolescent
training programs. Journal of Applied Developmental Psychology 35(1),
pp. 10–24.
Bennett, M. J. (2004) Becoming interculturally competent. In Wurzel, J. S.
(ed.). Toward multiculturalism: a reader in multicultural education, pp.
62–77. Newton, MA: Intercultural Resource Corporation.
Berger, R., Benatov, J., Abu-Raiya, H., and Tadmor, C. T. (2016) Reducing
prejudice and promoting positive intergroup attitudes among elemen-
tary-school children in the context of the Israeli–Palestinian conflict.
Journal of School Psychology, 57, pp. 53–72.
Berger, R., Brenick, A., and Tarrasch, R. (2018) Reducing Israeli-Jewish pu-
pils’ outgroup prejudice with a mindfulness and compassion-based so-
cial-emotional program. Mindfulness 9, pp. 1768–1779.
Berry, V., Axford, N., Blower, S., Taylor, R. S., Tudor Edwards, R., Tobin,
K., Jones, C., and Bywater, T. (2016) The effectiveness and micro-cost-
ing analysis of a universal, school-based, social–emotional learning
131
it comes to programme implementation. Still, some conclusions may be
drawn from this review, particularly with regard to programme setting
and the involvement of school staff. The most (successful) programmes
are usually school-based, and engage school staff, namely teachers, in their
implementation. This implies that using existing resources in schools
can go a long way to ensuring an overall better programme impact and
long-lasting results, providing a good starting point for school-based so-
cial, emotional and intercultural learning.
References
Aboud, F. E., Tredoux, C., Tropp, L. R., Brown, C. S., Niens, U., and Noor,
N. M. (2012) Interventions to reduce prejudice and enhance inclusion
and respect for ethnic differences in early childhood: A systematic re-
view. Developmental Review 32(4), pp. 307–336.
Allport, G. W. (1954) The nature of prejudice. Addison-Wesley.
Anderson, K. L., Weimer, M., and Fuhs, M. W. (2020) Teacher fidelity to
Conscious Discipline and children’s executive function skills. Early
Childhood Research Quarterly, 51, pp. 14–25.
Auernheimer, G. (2003) Einführung in die Interkulturelle Pädagogik.
Darmstadt: Wissenschaftliche Buchgesellschaft.
Bandura, A., and Walters, R. H. (1977) Social learning theory (Vol. 1).
Englewood Cliffs, NJ: Prentice-hall.
Beelmann, A., and Heinemann, K. S. (2014) Preventing prejudice and im-
proving intergroup attitudes: A meta-analysis of child and adolescent
training programs. Journal of Applied Developmental Psychology 35(1),
pp. 10–24.
Bennett, M. J. (2004) Becoming interculturally competent. In Wurzel, J. S.
(ed.). Toward multiculturalism: a reader in multicultural education, pp.
62–77. Newton, MA: Intercultural Resource Corporation.
Berger, R., Benatov, J., Abu-Raiya, H., and Tadmor, C. T. (2016) Reducing
prejudice and promoting positive intergroup attitudes among elemen-
tary-school children in the context of the Israeli–Palestinian conflict.
Journal of School Psychology, 57, pp. 53–72.
Berger, R., Brenick, A., and Tarrasch, R. (2018) Reducing Israeli-Jewish pu-
pils’ outgroup prejudice with a mindfulness and compassion-based so-
cial-emotional program. Mindfulness 9, pp. 1768–1779.
Berry, V., Axford, N., Blower, S., Taylor, R. S., Tudor Edwards, R., Tobin,
K., Jones, C., and Bywater, T. (2016) The effectiveness and micro-cost-
ing analysis of a universal, school-based, social–emotional learning
131
