OKAPI, an Emotional Education and Classroom Climate Improvement Program Based on Cooperative Learning: Design, Implementation, and Evaluation

A positive school climate can directly influence the relationships and social interactions among students while also contributing to the development of socio-emotional skills. Simultaneously, the school climate depends on these said skills. Despite this close relationship, emotional education and sc...

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Autores principales:	Maria-Jose Mira-Galvañ, Raquel Gilar-Cobi
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	emotional education classroom climate cooperative learning intervention program quasi-experimental design primary education Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
Acceso en línea:	https://doaj.org/article/5e65675a9f1b4a2c98c8e271277ba8d8
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spelling	oai:doaj.org-article:5e65675a9f1b4a2c98c8e271277ba8d82021-11-25T19:02:03ZOKAPI, an Emotional Education and Classroom Climate Improvement Program Based on Cooperative Learning: Design, Implementation, and Evaluation10.3390/su1322125592071-1050https://doaj.org/article/5e65675a9f1b4a2c98c8e271277ba8d82021-11-01T00:00:00Zhttps://www.mdpi.com/2071-1050/13/22/12559https://doaj.org/toc/2071-1050A positive school climate can directly influence the relationships and social interactions among students while also contributing to the development of socio-emotional skills. Simultaneously, the school climate depends on these said skills. Despite this close relationship, emotional education and school climate improvement programmes have traditionally been studied separately. This study describes and evaluates the effectiveness of a new programme, OKAPI (Organisation, Cooperation, Positive Environment, Participation and Emotional Intelligence), for the development of socio-emotional skills and the improvement of classroom climate for primary school students using a cooperative learning methodology. The total sample comprised 86 students aged 9–11 years. A quasi-experimental design with pre-test and post-test measures with a control group was used. The results show that the program’s implementation is effective both for the improvement of the classroom climate and the acquisition of training in the field of emotional intelligence, as well as for the development of cooperative competences. Among the fundamental pillars of the OKAPI programme are its simplicity and transversality, so that teachers are responsible for its application and monitoring; thus, the programme becomes an agent of change in their educational practice.Maria-Jose Mira-GalvañRaquel Gilar-CobiMDPI AGarticleemotional educationclassroom climatecooperative learningintervention programquasi-experimental designprimary educationEnvironmental effects of industries and plantsTD194-195Renewable energy sourcesTJ807-830Environmental sciencesGE1-350ENSustainability, Vol 13, Iss 12559, p 12559 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	emotional education classroom climate cooperative learning intervention program quasi-experimental design primary education Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
spellingShingle	emotional education classroom climate cooperative learning intervention program quasi-experimental design primary education Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350 Maria-Jose Mira-Galvañ Raquel Gilar-Cobi OKAPI, an Emotional Education and Classroom Climate Improvement Program Based on Cooperative Learning: Design, Implementation, and Evaluation
description	A positive school climate can directly influence the relationships and social interactions among students while also contributing to the development of socio-emotional skills. Simultaneously, the school climate depends on these said skills. Despite this close relationship, emotional education and school climate improvement programmes have traditionally been studied separately. This study describes and evaluates the effectiveness of a new programme, OKAPI (Organisation, Cooperation, Positive Environment, Participation and Emotional Intelligence), for the development of socio-emotional skills and the improvement of classroom climate for primary school students using a cooperative learning methodology. The total sample comprised 86 students aged 9–11 years. A quasi-experimental design with pre-test and post-test measures with a control group was used. The results show that the program’s implementation is effective both for the improvement of the classroom climate and the acquisition of training in the field of emotional intelligence, as well as for the development of cooperative competences. Among the fundamental pillars of the OKAPI programme are its simplicity and transversality, so that teachers are responsible for its application and monitoring; thus, the programme becomes an agent of change in their educational practice.
format	article
author	Maria-Jose Mira-Galvañ Raquel Gilar-Cobi
author_facet	Maria-Jose Mira-Galvañ Raquel Gilar-Cobi
author_sort	Maria-Jose Mira-Galvañ
title	OKAPI, an Emotional Education and Classroom Climate Improvement Program Based on Cooperative Learning: Design, Implementation, and Evaluation
title_short	OKAPI, an Emotional Education and Classroom Climate Improvement Program Based on Cooperative Learning: Design, Implementation, and Evaluation
title_full	OKAPI, an Emotional Education and Classroom Climate Improvement Program Based on Cooperative Learning: Design, Implementation, and Evaluation
title_fullStr	OKAPI, an Emotional Education and Classroom Climate Improvement Program Based on Cooperative Learning: Design, Implementation, and Evaluation
title_full_unstemmed	OKAPI, an Emotional Education and Classroom Climate Improvement Program Based on Cooperative Learning: Design, Implementation, and Evaluation
title_sort	okapi, an emotional education and classroom climate improvement program based on cooperative learning: design, implementation, and evaluation
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/5e65675a9f1b4a2c98c8e271277ba8d8
work_keys_str_mv	AT mariajosemiragalvan okapianemotionaleducationandclassroomclimateimprovementprogrambasedoncooperativelearningdesignimplementationandevaluation AT raquelgilarcobi okapianemotionaleducationandclassroomclimateimprovementprogrambasedoncooperativelearningdesignimplementationandevaluation
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OKAPI, an Emotional Education and Classroom Climate Improvement Program Based on Cooperative Learning: Design, Implementation, and Evaluation

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