The Motivating Affordances of Research-Practice Partnerships for Examining Equity-based Social and Emotional Learning Instruction

Abstract

Across the United States, school leaders are realizing the potential for social and emotional learning (SEL) to be used as a critical lever for students' equitable access to full participation in social and civic life. Researchers and practitioners seek to understand how teachers can elevate student voice, increase students' sense of agency, and promote civic engagement through SEL instruction. The School and Community Pathways for Engagement (SCoPE) Project brought together teams from a large, urban school district in the Midwestern United States, the University of Michigan, and the Collaborative for Academic, Social, and Emotional Learning (CASEL) in a research-practice partnership (RPP) to examine these pertinent challenges. This chapter demonstrates how the purposeful establishing of and fostering collaborative relationships between researchers and practitioners in the SCoPE Project motivated deeper investment and equity of voice for all stakeholders involved. This chapter specifically discusses the motivational affordances of the RPP approach during participant recruitment, data collection, and data sharing for the SCoPE Project.

Citation

McGovern, G., Ackerman, C., Rivas-Drake, D., Skoog-Hoffman, A., Rosario-Ramos, E.M. and Jagers, R.J. (2021), "The Motivating Affordances of Research-Practice Partnerships for Examining Equity-based Social and Emotional Learning Instruction", Yoder, N. and Skoog-Hoffman, A. (Ed.) Motivating the SEL Field Forward Through Equity (Advances in Motivation and Achievement, Vol. 21), Emerald Publishing Limited, Leeds, pp. 179-195. https://doi.org/10.1108/S0749-742320210000021014