Search results
1 – 10 of over 56000Nicholas Yoder and Alexandra Skoog-Hoffman
The need for social and emotional learning (SEL) has never been so clear. The growing understanding of its benefits has been made more evident by the stronger focus of state…
Abstract
The need for social and emotional learning (SEL) has never been so clear. The growing understanding of its benefits has been made more evident by the stronger focus of state, district, and school leaders, educators, and families to leverage SEL as a strategy to promote emotional well-being, to combat systemic and interpersonal inequities, and to engage students in positive learning environments. With this urgency to use SEL practices, now is the time to ensure a focus on creating environments and experiences that promote social and emotional development and deepening understanding of the motivational factors that promote student and adult success. Motivation researchers have been studying the motivational elements – and associated interventions – that better equip youth and adults to engage in their learning environments, suggesting the importance that the two fields learn with and from each other. The introductory chapter of the volume, Motivating the SEL Field Forward Through Equity, explores the intersections and accelerators of the two fields to create optimal learning environments and experiences for all youth. Specifically, we provide a high-level overview of the two fields, including ways each field takes into account personal development in relation to context and culture. We further explore ways in which the two fields intersect, elevating the importance of understanding the role of equity and excellence in research and practice. We then focus on one approach that we believe elevates equity of voice in research – research–practice partnerships. Finally, we highlight how this volume is organized.
Details
Keywords
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…
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
Keywords
Richard Majors, Llewellyn E. Simmons and Cornelius Ani
Black males often are raised in poverty, exposed to violence and toxic environments that create different levels of trauma that can cause social emotional problems which lead to…
Abstract
Black males often are raised in poverty, exposed to violence and toxic environments that create different levels of trauma that can cause social emotional problems which lead to mental health problems. These problems along with a lack of adequate relationships with teachers can affect their schooling and attainment. No wonder, black males often suffer disproportionately from poor achievement, high suspension, exclusions, and drop-out rates. Young people who struggle in school often lack the social and emotional skills (or “soft skills”) needed to succeed academically, deal with anger, make sound choices, and handle challenging situations constructively, ethically, and manage behaviors that prevent them from being suspended/excluded from school. It does not help that teachers who are often afraid of them, and do not know how to relate to them and lack emotional literacy (EL) themselves. Unfortunately, because of these challenges schools will often place black males in special education classes.
There is a cognitive/non-cognitive divide in education. Most of the school curriculum/pedagogy focus on cognitive aspects of education/learning (e.g., memory-based education) when compared to non-cognitive aspects of learning (social and emotional skills/learning). If our young people are to realize their full potential in our schools, it is crucial we begin educating the “whole child” and increase social and emotional provisions in our schools. It is the cognitive and non-cognitive aspects of learning combined that make young people successful. We need a new educational paradigm/mind shift. After all, educating the whole child makes good sense of course, all learning has an emotional base.
While there has been a proliferation of social and emotional learning programs in schools in recent years, social and emotional learning programs that focus on black males and cultural competence are limited. Therefore, we propose a new framework for social and emotional development/learning model for black males that focus on cultural competence. Our EL/cultural competence model is called teacher empathy, which focuses on relationship black males have with their teachers and therefore focuses on both the pupil/student EL and the teachers. The aim/goal of our model/curriculum is to: improve academic performance, motivate and help both black males and teachers, regulate and manage their behaviors more effectively, and reduce suspensions, exclusions, and drop-outs.
This paper seeks to investigate the potential role of emotional intelligence (EI) abilities within learning in teams. The research focuses on examining how EI abilities are…
Abstract
Purpose
This paper seeks to investigate the potential role of emotional intelligence (EI) abilities within learning in teams. The research focuses on examining how EI abilities are enacted within team contexts and how these are associated with critical reflection and team processes associated with learning.
Design/methodology/approach
A phenomenological approach to the investigation of EI abilities was adopted using a diary methodology to capture how EI abilities were enacted over a 14‐week team project by 80 MBA students from a range of international backgrounds. Such an approach is advocated to offer insights into the internal processes by which social action is perceived “in situ”.
Findings
The two EI abilities, emotional awareness and emotional management, were found to influence the three critical reflection processes: problem analysis, theorising cause and effect relationships, and action planning, as well as processes associated with team learning including team identification, social engagement, communication and conflict management.
Practical implications
EI may offer insights into how differences in the nature, direction and depth of critical reflection can occur in team learning contexts. Developmental initiatives that aim to improve the emotional abilities of team members may help individuals to better manage the emotional context of learning in teams.
Originality/value
Despite the increasing recognition of the role emotions play in learning, very little is known to date about how differences in the way in which emotional information is processed within social learning contexts can influence critical reflection or other learning processes. The paper fills some of the gaps.
Details
Keywords
Marion Cornelia van de Sande, Esther Pars-Van Weeterloo, Rene F.W. Diekstra, Carolien Gravesteijn, Paul L. Kocken, Ria Reis and Minne Fekkes
Worldwide, schools implement social-emotional learning programs to enhance students' social-emotional skills. Although parents play an essential role in teaching these skills…
Abstract
Purpose
Worldwide, schools implement social-emotional learning programs to enhance students' social-emotional skills. Although parents play an essential role in teaching these skills, knowledge about their perspectives on social-emotional learning is limited. In providing insight into the perspectives of parents from adolescent students this paper adds to this knowledge.
Design/methodology/approach
An explorative qualitative study was conducted to gain insight into parents' perspectives (N = 32) on adolescent social-emotional learning. A broadly used professional framework for social emotional learning was used as a frame of reference in interviews with parents from diverse backgrounds. Within and across case analyses were applied to analyze the interviews.
Findings
A conceptual model of four social-emotional skills constructs considered crucial learning by parents emerged from the data: respectful behavior, cooperation, self-knowledge and self-reliance. Parents' language, interpretations and orderings of skills indicate that the model underlying these constructs differs from skills embedded in the professional framework.
Research limitations/implications
Participants were small in number and mainly female. Therefore, more research is necessary to test the model in other parent populations.
Practical implications
The social-emotional skills students in prevocational secondary education learn at home differ from those targeted in SEL programs. Engaging students’ parents in SEL program implementation is indicated to align the skills taught at home and school. Preparing teachers to implement such programs requires training them on engaging parents from diverse backgrounds.
Originality/value
The study is one of the first providing insight into parents’ perspectives on SEL, the social-emotional skills deemed crucial to master for adolescents, and the roles they view for themselves and school on teaching these skills.
Details
Keywords
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
Keywords
Vanessa Kurdi, Mireille Joussemet and Geneviève A. Mageau
This chapter explores how self-determination theory (SDT; Ryan & Deci, 2000, 2017), an empirical theory about human motivation and personality, aligns with principles and…
Abstract
This chapter explores how self-determination theory (SDT; Ryan & Deci, 2000, 2017), an empirical theory about human motivation and personality, aligns with principles and practices of social and emotional learning (SEL) within the school context. Through its emphasis on basic psychological needs (BPN) for autonomy, competence, and relatedness, SDT proposes a broad perspective on how the social context can facilitate the development of social and emotional skills, which complements SEL programs. Research anchored in SDT has indeed established that students' academic, social, and emotional skills are determined at least partly by the extent to which their BPN are fulfilled in their learning environment. SDT also brings attention to the motivation and goals underlying the teaching and learning of social and emotional skills. Although SDT-based interventions mainly target the school or the classroom climate rather than students' skills, they can also foster the development of the five core social and emotional competencies defined by CASEL (2005). Implications and future directions for practices and research integrating SDT-based principles and interventions within SEL programs and practices are discussed.
Details
Keywords
Patricia A. Jennings, Tara L. Hofkens, Summer S. Braun, Pamela Y. Nicholas-Hoff, Helen H. Min and Karime Cameron
The quality of students' relationships with their teachers plays a significant role in their success in school. Social and emotional learning (SEL) curriculums show great promise…
Abstract
The quality of students' relationships with their teachers plays a significant role in their success in school. Social and emotional learning (SEL) curriculums show great promise for supporting student development. However, quality implementation requires that teachers recognize and understand how their behavior and interactions with students impact the development of these skills. The Prosocial Classroom Model proposes that teacher social and emotional competencies (SECs) play a critical role in creating and maintaining a classroom where everyone feels safe, connected, and engaged in learning. In this chapter, we extend the understanding of SEC to include leadership styles as defined by evolutionary motivational systems theory. We argue that a critical dimension of effective SEL instruction and teacher SEC is effective leadership that skillfully applies an understanding of the social and emotional dimensions of classroom interactions that promote motivation, engagement, and learning. Implications for educational theory, policy and practice, and research are discussed.
Details
Keywords
Surbhi Seema Sethi and Kanishk Jain
This study aims to explore the potential benefits of integrating Artificial Intelligence (AI) with Social Emotional Learning (SEL) in educational settings.
Abstract
Purpose
This study aims to explore the potential benefits of integrating Artificial Intelligence (AI) with Social Emotional Learning (SEL) in educational settings.
Design/methodology/approach
A systematic review of emerging AI technologies such as virtual reality, chatbots, sentiment analysis tools, gamification and wearable devices is conducted to assess their applicability in enhancing SEL.
Findings
AI technologies present opportunities for personalized support, increased engagement, empathy development and promotion of well-being within SEL frameworks.
Research limitations/implications
Future research should focus on addressing ethical concerns, fostering interdisciplinary collaborations, conducting longitudinal studies, promoting cultural sensitivity and developing robust ecosystems for AI in SEL.
Originality/value
This study contributes by outlining pathways for leveraging AI to create inclusive and supportive learning environments that nurture students' socio-emotional competencies, preparing them for success in a globally connected world.
Details
Keywords
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