A Critical Review of Five Commonly Used Social-Emotional and Behavioral Screeners for Elementary or Secondary Schools

2014 ◽  
Vol 18 (4) ◽  
pp. 241-254 ◽  
Author(s):  
Lyndsay N. Jenkins ◽  
Michelle K. Demaray ◽  
Nicole Smit Wren ◽  
Stephanie M. Secord ◽  
Kelly M. Lyell ◽  
...  
Keyword(s):  
Secondary Schools ◽  
Critical Review ◽  
Social Emotional

Educational policy shifts: A critical review of the emerging trend of mindfulness in education

2021 ◽  
pp. 147821032110372
Author(s):  
Celeste Duff
Keyword(s):  
Political Economy ◽  
Educational Policy ◽  
Critical Review ◽  
Well Being ◽  
The Political ◽  
Social Emotional ◽  
School Based ◽  
Mindfulness In Education ◽  
And Shifts ◽  
Policy Shifts

Globally, mindfulness is an emerging and innovative trend in education. Specifically, in school-based education, there has been growing excitement surrounding the implementation of mindfulness. Although policy, political and economic shifts and powers may seem quite far removed from the realities of children and mindfulness, the political economy does indeed saturate and shape children’s lives in multiple ways. The purpose of this review is to chart some of the economic and political contexts and highlight some of the shifts that may speak to the emerging trend of mindfulness in education. This critical review addresses the themes and shifts in economies and educational policy, highlights links between neuroscience-based discourses, mindfulness, social-emotional learning and emotional well-being in education.

scholarly journals Addressing social polarization through critical thinking: Theoretical application in the “Living Well With Difference” course in secondary schools in England

2021 ◽  
Vol 9 (2) ◽  
pp. 490-505
Author(s):  
Sara Savage ◽  
Emily Oliver ◽  
Ellen Gordon ◽  
Lucy Tutton
Keyword(s):  
Critical Thinking ◽  
Secondary Schools ◽  
Social Issues ◽  
Social Emotional ◽  
Dual Systems ◽  
Group Activities ◽  
Living Well ◽  
Social Polarization ◽  
Theoretical Application ◽  
Systems Framework

Responding to international calls for critical thinking programs to address social polarisations and extremism through education, this article examines the cognitive and socio-psychological foundations of a critical thinking programme for secondary schools in England called “Living Well With Difference” (LWWD). The aim of LWWD is to develop critical thinking about issues of social polarisation, prejudice and any kind of extreme thinking. These issues often involve the interaction of emotion and thinking, which is understood using a dual systems framework, illustrated with examples of course methodology and content. The learning process aims to promote more cognitively flexible, complex and integrated thinking, measured by integrative complexity, and is supported by meta-awareness to enable emotion management. The aim is for participants to engage with difficult social issues through structured group activities, while becoming aware of social, emotional, textual, visual and rhetorical influences to increase Media Information Literacy, as a foundation for engaging with differing perspectives in order to reduce barriers between groups in society.

scholarly journals Classification of incomes of secondary schools: a critical review

2019 ◽  
Vol 0 (1(42)) ◽  
pp. 48-57
Author(s):  
Ірина Вікторівна Литвинчук ◽  
Наталія Олегівна Прохорчук
Keyword(s):  
Secondary Schools ◽  
Critical Review
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