Motivating the SEL Field Forward Through Equity最新文献

A Self-determination Theory Perspective on Social and Emotional Learning 自我决定理论视角下的社会与情绪学习

Motivating the SEL Field Forward Through Equity Pub Date : 2021-11-25 DOI: 10.1108/s0749-742320210000021005

V. Kurdi, M. Joussemet, Geneviève A. Mageau

{"title":"A Self-determination Theory Perspective on Social and Emotional Learning","authors":"V. Kurdi, M. Joussemet, Geneviève A. Mageau","doi":"10.1108/s0749-742320210000021005","DOIUrl":"https://doi.org/10.1108/s0749-742320210000021005","url":null,"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.","PeriodicalId":220502,"journal":{"name":"Motivating the SEL Field Forward Through Equity","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116430366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

From Legislation to a Community Vision: Engaging Diverse Stakeholders in Developing Statewide SEL Guidance 从立法到社区愿景:让不同的利益相关者参与制定全州SEL指南

Motivating the SEL Field Forward Through Equity Pub Date : 2021-11-25 DOI: 10.1108/s0749-742320210000021018

Julie Petrokubi, Sarah Pierce

{"title":"From Legislation to a Community Vision: Engaging Diverse Stakeholders in Developing Statewide SEL Guidance","authors":"Julie Petrokubi, Sarah Pierce","doi":"10.1108/s0749-742320210000021018","DOIUrl":"https://doi.org/10.1108/s0749-742320210000021018","url":null,"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.","PeriodicalId":220502,"journal":{"name":"Motivating the SEL Field Forward Through Equity","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114529018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teachers as Prosocial Leaders Promoting Social and Emotional Learning 教师作为亲社会领导者促进社会和情感学习

Motivating the SEL Field Forward Through Equity Pub Date : 2021-11-25 DOI: 10.1108/s0749-742320210000021006

Patricia A. Jennings, Tara Hofkens, Summer S. Braun, Pamela Nicholas‐Hoff, Helen H. Min, Kari Cameron

{"title":"Teachers as Prosocial Leaders Promoting Social and Emotional Learning","authors":"Patricia A. Jennings, Tara Hofkens, Summer S. Braun, Pamela Nicholas‐Hoff, Helen H. Min, Kari Cameron","doi":"10.1108/s0749-742320210000021006","DOIUrl":"https://doi.org/10.1108/s0749-742320210000021006","url":null,"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.","PeriodicalId":220502,"journal":{"name":"Motivating the SEL Field Forward Through Equity","volume":"418 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115995883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

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

Motivating the SEL Field Forward Through Equity Pub Date : 2021-11-25 DOI: 10.1108/s0749-742320210000021014

G. McGovern, Colin Ackerman, Deborah Rivas‐Drake, Alexandra Skoog-Hoffman, E. Rosario-Ramos, R. Jagers

{"title":"The Motivating Affordances of Research-Practice Partnerships for Examining Equity-based Social and Emotional Learning Instruction","authors":"G. McGovern, Colin Ackerman, Deborah Rivas‐Drake, Alexandra Skoog-Hoffman, E. Rosario-Ramos, R. Jagers","doi":"10.1108/s0749-742320210000021014","DOIUrl":"https://doi.org/10.1108/s0749-742320210000021014","url":null,"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.","PeriodicalId":220502,"journal":{"name":"Motivating the SEL Field Forward Through Equity","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128689351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Implementing SEL with an Equity Lens: The Role of “Stretching” in Teachers' Practice 公平视角下的SEL实施:“延伸”在教师实践中的作用

Motivating the SEL Field Forward Through Equity Pub Date : 2021-11-25 DOI: 10.1108/s0749-742320210000021008

E. Rosario-Ramos, Deborah Rivas‐Drake, R. Jagers

{"title":"Implementing SEL with an Equity Lens: The Role of “Stretching” in Teachers' Practice","authors":"E. Rosario-Ramos, Deborah Rivas‐Drake, R. Jagers","doi":"10.1108/s0749-742320210000021008","DOIUrl":"https://doi.org/10.1108/s0749-742320210000021008","url":null,"abstract":"Social and emotional learning (SEL) programs have traditionally evaded or been silent on issues of (in)equity and, thus, critiqued for their lack of attention to how social injustices create different outcomes for different groups (The Education Trust, 2020). Furthermore, these efforts have been criticized for placing the burden on individual youth to navigate challenges to SEL without recognizing the influence of systems. Transformative SEL offers an alternative approach that centers the integration of an explicit equity and social justice lens into the conceptualization and implementation of SEL (Jagers, Rivas-Drake, & Williams, 2019). Notwithstanding its usefulness as a conceptual framework, mechanisms for “how” a transformative SEL approach may occur have not been well-specified. We recognize that historically, the curricular materials available to SEL educators often take a conformist approach focused on skill-building, coping, and even resilience absent attention to broader social injustices (Jagers, 2016), further burdening teachers with having to redesign curricula to incorporate their commitments into a culturally responsive, justice-oriented pedagogy. We offer stretching as a conceptual category that aims to capture the ways in which educators adapt SEL frameworks and school policies, student–educator relationships, curricula, and instructional practices in order to critically consider and responsibly address their students' experiences of injustice. We argue that stretching of SEL practice is a critical mechanism for conceptualizing how teachers go beyond traditionally equity–evasive notions of SEL to more proactively engage equity issues in their SEL implementation. We will use examples of teaching practice to illustrate and define what constitutes stretching in SEL instruction.","PeriodicalId":220502,"journal":{"name":"Motivating the SEL Field Forward Through Equity","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131054425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Increasing Disciplinary Equity by Teaching Neutralizing Routines to Teachers and Students 通过向教师和学生教授中性惯例来增加学科公平

Motivating the SEL Field Forward Through Equity Pub Date : 2021-11-25 DOI: 10.1108/s0749-742320210000021010

M. Santiago-Rosario, K. McIntosh

{"title":"Increasing Disciplinary Equity by Teaching Neutralizing Routines to Teachers and Students","authors":"M. Santiago-Rosario, K. McIntosh","doi":"10.1108/s0749-742320210000021010","DOIUrl":"https://doi.org/10.1108/s0749-742320210000021010","url":null,"abstract":"Racial/ethnic inequities in school discipline are a widespread problem in education. A promising intervention approach is to focus on discipline decisions as an adult behavior and use data to identify situations in which discipline decisions show the greatest disparities for underserved students (e.g., Black, Latinx, Indigenous, students with disabilities). Following a three-step process educators (1) work to identify situations and/or personal states conducive to biased decision-making, (2) develop self-management routines to be used in real time when facing those moments, and (3) teach these strategies to students. By engaging in this work, educators learn to become self-aware of moments when decisions are likely influenced by personal biases known as vulnerable decision points (VDPs). VDP identification helps educators identify actions that may not align with personal values (developing educator self-awareness). Once aware of VDP characteristics, educators can map a neutralizing routine or self-management strategies that slow down decision-making and automatic responses during VDPs. This chapter describes a school-wide approach used to support educators with identification of VDPs, the development of neutralizing routines for themselves, and then teaching these strategies to students.","PeriodicalId":220502,"journal":{"name":"Motivating the SEL Field Forward Through Equity","volume":"2 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113976197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Integrating Culturally Relevant Pedagogy with Teacher Social and Emotional Competencies and Capacities Training to Support Racially Minoritized Students 将与文化相关的教学法与教师的社会和情感能力和能力训练相结合，以支持少数族裔学生

Motivating the SEL Field Forward Through Equity Pub Date : 2021-11-25 DOI: 10.1108/s0749-742320210000021007

Kamilah B. Legette, Elan C. Hope, Johari Harris, C. Griffin

{"title":"Integrating Culturally Relevant Pedagogy with Teacher Social and Emotional Competencies and Capacities Training to Support Racially Minoritized Students","authors":"Kamilah B. Legette, Elan C. Hope, Johari Harris, C. Griffin","doi":"10.1108/s0749-742320210000021007","DOIUrl":"https://doi.org/10.1108/s0749-742320210000021007","url":null,"abstract":"Social and emotional learning (SEL) is critical for students' social and academic success. Students' SEL is often contingent on their teachers' social and emotional competencies and capacities (SECC; Jennings & Greenberg, 2009; Chapter 5) and teacher preparation to facilitate SEL in classrooms (Schonert-Reichl, Kitil, & Hanson-Peterson, 2017). Concerningly, teacher training to facilitate SEL is frequently predicated on a color-evasive perspective that ignores the ways structural racism impacts the schooling experiences of racially minoritized students and associated academic and SEL outcomes (Jagers, Rivas-Drake, & Borowski, 2018; Jagers, Rivas-Drake, & Williams, 2019). In order to support SEL for students from racially minoritized communities, we assert that teachers' social and emotional competencies and capacities must incorporate a culturally responsive pedagogical approach that explicitly acknowledges and addresses issues of race and justice (Jagers et al., 2019; Ladson-Billings, 2014; Ladson-Billings & Tate, 1995). In this chapter we (1) provide an overview of culturally relevant pedagogy in relation to teacher social and emotional competencies and capacities; (2) outline existing models that support a culturally relevant approach to teacher social and emotional competencies and capacities; and (3) discuss future directions for education research, practice, and policy.","PeriodicalId":220502,"journal":{"name":"Motivating the SEL Field Forward Through Equity","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117319623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

What Is the Role of Motivation in Social and Emotional Learning? 动机在社交和情感学习中的作用是什么?

Motivating the SEL Field Forward Through Equity Pub Date : 2021-11-25 DOI: 10.1108/s0749-742320210000021002

S. Getty, K. E. Barron, Chris Hulleman

引用次数: 0

Engaging in a Bidirectional Partnership to Support an Expanded Definition of Student Success 参与双向伙伴关系，支持扩大学生成功的定义

Motivating the SEL Field Forward Through Equity Pub Date : 2021-11-25 DOI: 10.1108/s0749-742320210000021015

K. Buckley, Lindsey Minder*

{"title":"Engaging in a Bidirectional Partnership to Support an Expanded Definition of Student Success","authors":"K. Buckley, Lindsey Minder*","doi":"10.1108/s0749-742320210000021015","DOIUrl":"https://doi.org/10.1108/s0749-742320210000021015","url":null,"abstract":"A large and growing body of research demonstrates that student success requires more than just academic achievement; it also requires supportive environments that foster the development of key social and emotional competencies and mindsets. Inspired by this body of research, Transforming Education (TransformEd) embarked on a multi-year partnership in 2016-17 with NewSchools Venture Fund (NewSchools) to support their portfolio of Innovative Public Schools in expanding their definition of student success. This chapter describes the ways in which TransformEd implemented a research-practice partnership (RPP) with over 90 schools throughout the country to promote a focus on social and emotional competencies and equitable learning environments. The chapter begins with the importance of RPPs for driving change related to social and emotional learning. The principles underpinning the current RPP are then discussed. Included throughout are insights from school leaders and the actions they took to apply key learnings from this partnership. The chapter concludes with lessons learned from the NewSchools RPP, to help inform others engaged in this type of bidirectional work.","PeriodicalId":220502,"journal":{"name":"Motivating the SEL Field Forward Through Equity","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114601357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Engaging in Equitable SEL: How Researchers and Practitioners Can Work Together to Expand Learning in Out-of-School Time 参与公平的SEL:研究人员和实践者如何共同努力扩大课外学习

Motivating the SEL Field Forward Through Equity Pub Date : 2021-11-25 DOI: 10.1108/s0749-742320210000021017

J. Newman

{"title":"Engaging in Equitable SEL: How Researchers and Practitioners Can Work Together to Expand Learning in Out-of-School Time","authors":"J. Newman","doi":"10.1108/s0749-742320210000021017","DOIUrl":"https://doi.org/10.1108/s0749-742320210000021017","url":null,"abstract":"Many youth-serving organizations refer to social and emotional learning (SEL) as a process through which adults and young people develop the critical knowledge and skills one needs to be successful in school, work, and personal life (e.g., Collaborative for Academic, Social, and Emotional Learning – CASEL, 2020). SEL is a learning process and – as evidence from the science of learning and development would suggest – one that happens everywhere, both in and out of school. The science also suggests that young people and adults learn best in safe and supportive environments that are identity-safe and filled with developmentally rich relationships (Science of Learning and Development Alliance, n.d.). These finds highlight the importance of meaningful, intentional, and inclusive SEL practice that is grounded in equity and cultural competence. This has historically been the approach out-of-school time (OST) educators have taken to expanding learning opportunities for young people and these practices continue to evolve as the OST field moves toward more intentional SEL practice. OST practitioners are looking to the evidence, many of whom are doing so by partnering with researchers to reexamine and bolster their SEL practices. In this chapter, we explore why and how researcher–practitioner partnerships can foster equitable SEL in OST.","PeriodicalId":220502,"journal":{"name":"Motivating the SEL Field Forward Through Equity","volume":"119 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114854713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0