bcrc

Mindfulness in the classroom: Learning from a school-based mindfulness intervention through the Boston Charter Research Collaborative

This paper reviews findings from a randomized controlled trial (RCT) at a partner school, focused on understanding the effects of a direct-to-student intervention on students’ mindfulness development. The paper describes the study in detail and provides additional information about the role of mindfulness in education. We also include recommendations and resources for educators seeking to integrate mindfulness practices into the classroom.

Insights from the Field: Facilitating Dialogue and Learning within a Research-Practice Partnership on Social-Emotional Learning

This paper—the third in a series on our work with the BCRC—shares what we, as a research-practice partnership (RPP), have learned about how a group of schools is connecting data on SEL to theories about practices. The paper describes the approach of the RPP: engaging practitioners in a dialogue about how best to use data and highlighting the ways in which schools are promoting SEL in the classroom.

Launching a Multi-Year Research-Practice Collaborative

This paper is the first in a series that will share lessons learned from the Boston Charter Research Collaborative. In it, we provide recommendations on laying a foundation for a successful collaboration between researchers and practitioners who want to work closely with each other to better understand and support growth and success for all students.

Patterns in Student Self-Report and Teacher Report Measures of Social-Emotional Mindsets, Skills, and Habits

This paper – the second in a series on our work with the Boston Charter Research Collaborative – investigates a variety of issues related to the measurement of students’ MESH that are of particular interest to school practitioners. With our partners at Harvard University’s Center for Education Policy Research, we focus on the first year of data collected on student MESH and present initial findings on a) how these competencies change over the course of the school year, and b) the relationship between student self-reports and teacher reports of students’ MESH competencies.

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