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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

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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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5199

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

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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

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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.

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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.

Content available
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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3013

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

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Article
Publication date: 26 February 2019

Tia Navelene Barnes and Kathleen McCallops

The purpose of this paper is to examine educators’ beliefs, perceptions and use of culturally responsive practices in implementing a social-emotional learning (SEL) intervention.

Abstract

Purpose

The purpose of this paper is to examine educators’ beliefs, perceptions and use of culturally responsive practices in implementing a social-emotional learning (SEL) intervention.

Design/methodology/approach

Focus groups with school personnel in a school with a diverse student population that had sustained success with an SEL intervention were conducted. Grounded theory was used to analyze data.

Findings

The analyses produced 11 interrelated themes.

Practical implications

School personnel noted that instruction in culturally responsive practices was foundational and should occur before SEL intervention implementation commences to ensure the use of culturally responsive practices as part of SEL implementation. Moreover, they noted the importance of school community buy-in (administrator, faculty, staff, parent and student) in supporting school-based SEL intervention sustainability.

Social implications

Within the USA, continued diversification of the student population is predicted, while the teaching force is projected to remain primarily White, middle class and female. Consequently, educators often differ in cultural background from their students, which has implications for SEL instruction. Incorporating the use of culturally responsive pedagogy in teaching SEL skills is one approach to addressing this cultural mismatch.

Originality/value

There are currently few studies that explore educator perceptions of SEL and no studies that examine the use of culturally responsive pedagogy in teaching SEL.

Details

Journal for Multicultural Education, vol. 13 no. 1
Type: Research Article
ISSN: 2053-535X

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Article
Publication date: 16 June 2020

Antoinette M. Ryan

This article considers the integration of aspects of mindfulness, social and emotional learning (SEL) and leadership wellness practice as a structure for a pedagogy of…

Abstract

Purpose

This article considers the integration of aspects of mindfulness, social and emotional learning (SEL) and leadership wellness practice as a structure for a pedagogy of wellness in rural schools. Research has demonstrated positive outcomes for K–12 students and teachers as a result of training in practices such as mindfulness and SEL, but there has been less attention toward wellness practices incorporated by educational leaders in their own work. Support of professional and community learning for mindfulness may begin with district and school-based leaders in many communities, who facilitate programs in their schools.

Design/methodology/approach

This article explores an emergent pedagogy of wellness, which was developed in a small rural district that applied wellness programming, including mindfulness, with parallel learning experiences for leaders, staff members, students and families.

Findings

Through engagement with multiple local stakeholder groups in integrating themes of SEL, mindfulness and leadership wellness, the pedagogy of wellness emerged as a potential framework for improved organizational health, new conceptualizations of students’ success and opportunities for engagement of families in systemic organization of practices of care.

Originality/value

Consideration of the preparation of leadership in wellness practices such as mindfulness is discussed, in light of the necessity to address the care and wellness needs of rural communities, toward the sustainability of the pedagogy of wellness.

Details

Journal of Educational Administration, vol. 58 no. 4
Type: Research Article
ISSN: 0957-8234

Keywords

Content available
Article
Publication date: 16 July 2020

Lily Gabaree, Carolina Rodeghiero, Carmelo Presicce, Natalie Rusk and Rupal Jain

Open online courses have expanded opportunities for people to learn remotely. However, few online experiences offer participants ways to create projects and actively…

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1016

Abstract

Purpose

Open online courses have expanded opportunities for people to learn remotely. However, few online experiences offer participants ways to create projects and actively engage with course materials while developing meaningful personal connections with one another. The purpose of this paper is to share strategies implemented in a large online course and community, Learning Creative Learning (LCL), to foster a creative, connected community of learners, particularly important at a time when many people are isolated in their homes.

Design/methodology/approach

LCL is a free, open, online, six-week course and ongoing community for educators and others who are interested in exploring the ideas and practices of creative learning. This paper describes the course design and highlights effective strategies for cultivating a course community, including making activities personal; creating opportunities to connect, share and reflect; engaging participants as facilitators; and supporting a global, multilingual community of learners.

Findings

The authors discuss how these strategies have engaged participants in connecting and contributing to the growing course community, providing examples from observations and feedback of course participants.

Originality/value

Supporting a connected community of learners is particularly relevant in current times of isolation and remote learning. This paper illustrates and discusses strategies to design online learning experiences where participants can connect, create, collaborate and contribute to community building themselves.

Details

Information and Learning Sciences, vol. 121 no. 7/8
Type: Research Article
ISSN: 2398-5348

Keywords

Content available
Article
Publication date: 11 June 2019

Gabriela Walker

Downloads
266

Abstract

Details

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

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