Susan Crandall Hart
Biographic Data
| ID | 5742325 |
|---|---|
| NAME | Susan Crandall Hart |
| GIVEN NAMES | Susan Crandall |
| FAMILY NAME | Hart |
| SIGNATURE | HART S C |
| AFFILIATIONS | The Pennsylvania State University, University Park, PA |
| ORCID | 0000-0003-3762-8232 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Real-world universal SEL and academic outcomes
In this preregistered cluster randomized effectiveness trial, the Social Skills Improvement System – Social-Emotional Learning Edition – Classwide Intervention Program was evaluated under routine conditions in 40 s-grade classrooms (N = 321 students) across 13 schools. Teachers in schools randomly assigned to the treatment condition employed their typical approach to program implementation without research team involvement while control classroom…
When is universal SEL effective under authentic conditions? Using LPA to examine program implementation in elementary classrooms
As universal social-emotional learning (SEL) programs have become more common in K-12 schools, implementation practices have been found to affect program quality. However, research examining how multiple facets of program implementation interrelate and impact student outcomes, especially under routine conditions in schools, is still limited. As such, we used latent profile analysis (LPA) to examine implementation of a brief universal SEL program …
Nothing Lost, Something Gained? Impact of a Universal Social-Emotional Learning Program on Future State Test Performance
Although the promise of universal social-emotional learning (SEL) programs enhancing student academic outcomes has captured public attention, there has been limited research regarding such programs’ impact on students’ state test scores. We used multilevel modeling of follow-up data from a multiyear, multisite cluster-randomized efficacy trial to investigate the impact of a brief universal SEL program on students’ subsequent state test performanc…
Nothing Lost, Something Gained? Impact of a Universal Social-Emotional Learning Program on Future State Test Performance
Although the promise of universal social-emotional learning (SEL) programs enhancing student academic outcomes has captured public attention, there has been limited research regarding such programs’ impact on students’ state test scores. We used multilevel modeling of follow-up data from a multiyear, multisite cluster-randomized efficacy trial to investigate the impact of a brief universal SEL program on students’ subsequent state test performanc…
Nothing Lost, Something Gained? Impact of a Universal Social-Emotional Learning Program on Future State Test Performance
Although the promise of universal social-emotional learning (SEL) programs enhancing student academic outcomes has captured public attention, there has been limited research regarding such programs’ impact on students’ state test scores. We used multilevel modeling of follow-up data from a multiyear, multisite cluster-randomized efficacy trial to investigate the impact of a brief universal SEL program on students’ subsequent state test performanc…
When is universal SEL effective under authentic conditions? Using LPA to examine program implementation in elementary classrooms
As universal social-emotional learning (SEL) programs have become more common in K-12 schools, implementation practices have been found to affect program quality. However, research examining how multiple facets of program implementation interrelate and impact student outcomes, especially under routine conditions in schools, is still limited. As such, we used latent profile analysis (LPA) to examine implementation of a brief universal SEL program …
Real-world universal SEL and academic outcomes
In this preregistered cluster randomized effectiveness trial, the Social Skills Improvement System – Social-Emotional Learning Edition – Classwide Intervention Program was evaluated under routine conditions in 40 s-grade classrooms (N = 321 students) across 13 schools. Teachers in schools randomly assigned to the treatment condition employed their typical approach to program implementation without research team involvement while control classroom…
Computer Science (2 works) · Early Childhood Education and Development (2 works) · Psychology (2 works) · Youth Development and Social Support (2 works) · Attendance (1 work) · Behavioral and Psychological Studies (1 work) · Child and Adolescent Psychosocial and Emotional Development (1 work) · Covariate (1 work) · Data collection (1 work) · Developmental psychology (1 work)