Search results

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Book part
Publication date: 28 February 2017

Deborah Donahue-Keegan, Janna Karatas, Victoria Elcock-Price and Noah Weinberg

In this chapter, the co-authors contend that the social-emotional dimensions of teaching, learning, diversity, and inclusion are vital to the development of mindful global…

Abstract

In this chapter, the co-authors contend that the social-emotional dimensions of teaching, learning, diversity, and inclusion are vital to the development of mindful global citizens. Through drawing on both shared and individual experiences within their university context, and tapping into research literature across the fields of education and social neuroscience, they attempt to present a case in support of this claim. The co-authors assert that in order for mindful global citizenship to be cultivated in authentic, optimal ways in university classrooms and co-curricular spaces, teaching and learning must be anchored in relational trust, social-emotional learning/development, and well-being.

Details

Engaging Dissonance: Developing Mindful Global Citizenship in Higher Education
Type: Book
ISBN: 978-1-78714-154-4

Keywords

Book part
Publication date: 22 August 2022

Lisa M. Liberty

Educators who work in K-12 educational settings have only begun to make sense of the many consequences the COVID-19 pandemic has had for students. Months of remote…

Abstract

Educators who work in K-12 educational settings have only begun to make sense of the many consequences the COVID-19 pandemic has had for students. Months of remote teaching and learning have made one thing quite clear; the academic, physical, and mental health benefits of in-person schooling are difficult to replicate through online learning. The COVID-19 pandemic has elevated the importance of social emotional learning (SEL) as children have experienced substantial reductions in social contact with peers while attending school remotely. Given the profound impact this past year has had on children’s social emotional (SE) health, it has never been more important for educators, parents, and caregivers to support student’s SE health. While it may be tempting to put student’ SE well-being on the back burner as we scramble to make up for lost learning; we stand at a crossroad. We can radically weave SEL into the school day to ensure students continue to develop critical SE skills in a socially distanced world or we can fall back on business as usual.

Details

Schoolchildren of the COVID-19 Pandemic: Impact and Opportunities
Type: Book
ISBN: 978-1-80262-742-8

Keywords

Book part
Publication date: 22 August 2022

Patrice D. Petroff and Stacey L. Bush

This chapter will explore the impact virtual learning had on students and their social and emotional development as a result of the COVID-19 pandemic. The authors’ guiding…

Abstract

This chapter will explore the impact virtual learning had on students and their social and emotional development as a result of the COVID-19 pandemic. The authors’ guiding question(s) for this chapter will be: How has social and emotional growth been considered as part of the missing piece to virtual learning? How are social and emotional learning opportunities addressed to achieve maximum student success and development as future leaders in a global society? What lessons have been learned during the pandemic regarding virtual teaching that can help develop more robust curriculum/learning choices for supporting students’ social and emotional well-being? Using research on digital learning and student and teacher interviews, the authors will gather data to report on the positives and opportunities for growth from the impact of the pandemic and virtual learning. The authors discuss implications of this work.

Details

Schoolchildren of the COVID-19 Pandemic: Impact and Opportunities
Type: Book
ISBN: 978-1-80262-742-8

Keywords

Article
Publication date: 15 February 2022

Jin Tian, Wanying Zhang, Yaqing Mao and David Gurr

Principal leadership is an important external environmental factor that affects and alleviates teachers' job burnout. The purpose of this paper is to explore the deep…

Abstract

Purpose

Principal leadership is an important external environmental factor that affects and alleviates teachers' job burnout. The purpose of this paper is to explore the deep internal mechanisms of the influence of principal transformational leadership on teacher job burnout in the context of Chinese teachers.

Design/methodology/approach

A cluster sampling method was used to conduct a questionnaire survey on 990 elementary school teachers in 14 primary schools in Beijing. This study uses a structural equation model to analyze the chain intermediary effect of social-emotional competence and the student-teacher relationship between transformational leadership and teachers' job burnout.

Findings

The results reveal that transformational leadership has a significant negative predictive effect on teachers' job burnout; this kind of leadership affects teachers' job burnout through a chain intermediary effect of social and emotional competence and student-teacher relationship.

Originality/value

This research has discovered that teacher burnout is the result of the interaction of external environmental and individual internal factors. Transformational leadership, as an external environmental factor, positively predicts the internal social-emotional competence of the teacher, and then the teacher's internal social-emotional competence positively predicts the external student-teacher relationship. Finally, the teacher-student relationship of the external environment negatively predicts the job burnout of internal individual teachers.

Details

Journal of Educational Administration, vol. 60 no. 4
Type: Research Article
ISSN: 0957-8234

Keywords

Open Access
Article
Publication date: 11 June 2019

Taylor N. Allbright, Julie A. Marsh, Kate E. Kennedy, Heather J. Hough and Susan McKibben

There is a growing consensus in education that schools can and should attend to students’ social-emotional development. Emerging research and popular texts indicate that…

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Abstract

Purpose

There is a growing consensus in education that schools can and should attend to students’ social-emotional development. Emerging research and popular texts indicate that students’ mindsets, beliefs, dispositions, emotions and behaviors can advance outcomes, such as college readiness, career success, mental health and relationships. Despite this growing awareness, many districts and schools are still struggling to implement strategies that develop students’ social-emotional skills. The purpose of this paper is to fill this gap by examining the social-emotional learning (SEL) practices in ten middle schools with strong student-reported data on SEL outcomes, particularly for African American and Latinx students.

Design/methodology/approach

Case study methods, including interviews, observations and document analysis, were employed.

Findings

The authors identify six categories of common SEL practices: strategies that promote positive school climate and relationships, supporting positive behavior, use of elective courses and extracurricular activities, SEL-specific classroom practices and curricula, personnel strategies and measurement and data use. Absence of a common definition of SEL and lack of alignment among SEL practices were two challenges cited by respondents.

Originality/value

This is the first study to analyze SEL practices in outlier schools, with a focus on successful practices with schools that have a majority of African American and/or Latinx students.

Details

Journal of Research in Innovative Teaching & Learning, vol. 12 no. 1
Type: Research Article
ISSN: 2397-7604

Keywords

Content available
Book part
Publication date: 22 August 2022

Abstract

Details

Schoolchildren of the COVID-19 Pandemic: Impact and Opportunities
Type: Book
ISBN: 978-1-80262-742-8

Book part
Publication date: 17 May 2012

Christiana Koundourou

Nowadays primary and secondary school teachers search for increasing amounts of educational support when it comes to educating pupils with social, emotional and…

Abstract

Nowadays primary and secondary school teachers search for increasing amounts of educational support when it comes to educating pupils with social, emotional and behavioural difficulties (SEBD). The social and emotional aspects of learning (SEAL) framework that was recently launched within the English educational setting provides a wide variety of guidelines and advice on how to promote and enhance the needs of pupils, including those with SEBD. These needs can be met by enhancing pupils’ self-awareness, managing their skills, enhancing their motivation and enabling them to become more empathetic as well as developing their social skills. These five components, according to many authors, are considered to come under the umbrella of social, emotional and behavioural skills (SEBS).

In the literature, there is evidence to support the view that primary and secondary school teachers are not psychologically prepared to adequately support pupils with SEBD within the classroom setting. The research I have undertaken has enabled me to come to the conclusion that, before entering the classroom, teachers first need to develop their own SEBS before attempting to enhance those of SEBD pupils. This goal can be achieved by enabling teachers to become more emotionally literate. Through the development of emotional literacy, teachers will gain the ability to understand their own emotions, listen to others and learn to empathise with them, as well as to express their emotions productively (Barrow, Bradshaw, & Newton, 2001). Once this goal has been achieved, teachers will be in a better position to support pupils with SEBD within their classrooms. Therefore, this chapter aims to explore the elements that emotional literacy has to offer primary and secondary school teachers, and how these elements enable them to enhance their personal skills when it comes to supporting pupils with SEBD.

Details

Transforming Troubled Lives: Strategies and Interventions for Children with Social, Emotional and Behavioural Difficulties
Type: Book
ISBN: 978-1-78052-711-6

Article
Publication date: 11 June 2021

Jennifer R. Banas, Julia A. Valley and Amina Chaudhri

Though the benefits of social-emotional competence (SEC) are well-recognized, measuring it and designing appropriately matched interventions remains elusive and…

Abstract

Purpose

Though the benefits of social-emotional competence (SEC) are well-recognized, measuring it and designing appropriately matched interventions remains elusive and methodologically challenging. This paper shares formative research designed to uncover the SEC of one secondary school health teacher's students and to help her make evidence-based curricular and instructional decisions.

Design/methodology/approach

Inspired by bibliguidance (or bibliotherapeutic) approaches to well-being, the researchers and teacher developed a fiction literature curriculum intended to foster SEC and health literacy skills. A mixed-method approach was used to gather and analyze data from 133 students and a teacher. A survey and journal entries embedded into the curriculum, and an interview were the sources.

Findings

Results indicate the curriculum paired well with national standards for health education and a respected SEC framework; it also served well as a vehicle to reveal students' SEC. Students appeared to be competent in some areas and less in others, and there were differences between self-assessed and expressed competence.

Practical implications

Biblioguidance approaches to developing SEC in health education and other school subjects are worth continued investigation. The current results will be used to revise the curriculum and to develop supplemental materials.

Originality/value

In sharing the processes and findings, the authors hope teachers seeking to foster their students' SEC will replicate this work. Further, they hope health educators will gain recognition as the ideal professionals to deliver social-emotional learning instruction in schools.

Book part
Publication date: 25 November 2021

Julie Petrokubi and Sarah Pierce

In the past five years, state education agencies (SEAs) have increased the number of social and emotional learning (SEL) policies, oftentimes engaging stakeholders across…

Abstract

In the past five years, state education agencies (SEAs) have increased the number of social and emotional learning (SEL) policies, oftentimes engaging stakeholders across the state. However, few use multiple sources of stakeholder engagement data to develop and improve their SEL standards and resources (Yoder, Dusenbury, Martinez-Black, & Weissberg, 2020). This chapter describes the experience of a nonprofit research organization supporting an SEA and a volunteer workgroup in Washington state to gather and use several forms of stakeholder input and feedback in developing statewide SEL guidance for K-12 educators. Operating from a research–practice partnership framework (Coburn & Penuel, 2016), the team assisted the workgroup members in applying both an ecological systems theory perspective (Bronfenbrenner, 1979; Bronfenbrenner & Morris, 2006) and an equity lens to their work through an iterative process of data collection, interpretation, and use. This chapter describes the process and outcomes of this research–practice partnership and provides examples of how the workgroup incorporated stakeholder input and feedback into the development of SEL guidance and resources. We offer insights and lessons learned from these efforts to expand the perspectives represented in SEL research and policymaking. Our aim is to highlight the importance of stakeholder engagement to ensure that SEL guidance considers the priorities and values of diverse communities, especially historically marginalized communities. We hope to encourage more research–practice partnerships to investigate and amplify community perspectives in SEL.

Open Access
Article
Publication date: 11 June 2019

Ben Dyson, Donal Howley and Yanhua Shen

The purpose of this paper is to study teachers’ perspectives of social and emotional learning (SEL) in Aotearoa New Zealand (NZ) primary schools.

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Abstract

Purpose

The purpose of this paper is to study teachers’ perspectives of social and emotional learning (SEL) in Aotearoa New Zealand (NZ) primary schools.

Design/methodology/approach

This research was a case study design investigating the phenomenon of SEL in primary schools (elementary school level) in Aotearoa NZ (Stake, 2005).

Findings

The SEL themes that were drawn from the data were: positive interdependence, empowerment, self-management, self-awareness restorative conversations and circle time.

Research limitations/implications

The research challenges the field to work with teachers and community workers to create more in-depth qualitative research knowledge that is contextually relevant to SEL for researchers, educational policymakers and our children.

Originality/value

Based in Aotearoa NZ primary schools, this qualitative research provides a unique perspective of SEL from school-based practicing teachers.

Details

Journal of Research in Innovative Teaching & Learning, vol. 12 no. 1
Type: Research Article
ISSN: 2397-7604

Keywords

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