Visual art education and social-emotional learning of students in rural Kenya

2021 ◽  
Vol 108 ◽  
pp. 101781
Author(s):  
Hyunju Lee ◽  
M.J. Lee
Keyword(s):  
Art Education ◽  
Visual Art ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Rural Kenya

Leading with data: Using an impact-driven research consortium model for the advancement of social emotional learning in schools.

2020 ◽  
Vol 90 (2) ◽  
pp. 283-287
Author(s):  
Todd I. Herrenkohl ◽  
Tiffany M. Jones ◽  
Charles H. Lea ◽  
Angela Malorni
Keyword(s):  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Research Consortium

Investigating the Psychometric Properties of the Social-Emotional Learning Scale

2021 ◽  
pp. 153450842098452
Author(s):  
Christopher L. Thomas ◽  
Staci M. Zolkoski ◽  
Sarah M. Sass
Keyword(s):  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Emotional Information ◽  
Confirmatory Factor Analyses ◽  
Educational Support ◽  
Social And Emotional ◽  
The Social ◽  
Confirmatory Factor ◽  
Learning Programs

Educators and educational support staff are becoming increasingly aware of the importance of systematic efforts to support students’ social and emotional growth. Logically, the success of social-emotional learning programs depends upon the ability of educators to assess student’s ability to process and utilize social-emotional information and use data to guide programmatic revisions. Therefore, the purpose of the current examination was to provide evidence of the structural validity of the Social-Emotional Learning Scale (SELS), a freely available measure of social-emotional learning, within Grades 6 to 12. Students ( N = 289, 48% female, 43.35% male, 61% Caucasian) completed the SELS and the Strengths and Difficulties Questionnaire. Confirmatory factor analyses of the SELS failed to support a multidimensional factor structure identified in prior investigations. The results of an exploratory factor analysis suggest a reduced 16-item version of the SELS captures a unidimensional social-emotional construct. Furthermore, our results provide evidence of the internal consistency and concurrent validity of the reduced-length version of the instrument. Our discussion highlights the implications of the findings to social and emotional learning educational efforts and promoting evidence-based practice.

Social-Emotional Learning Interventions in Youth Sport: What Matters in Design?

2021 ◽  
Author(s):  
Dawn Anderson-Butcher ◽  
Samantha Bates ◽  
Anthony Amorose ◽  
Rebecca Wade-Mdivianian ◽  
Leeann Lower-Hoppe
Keyword(s):  
Social Emotional Learning ◽  
Youth Sport ◽  
Emotional Learning ◽  
Social Emotional ◽  
Learning Interventions ◽  
What Matters
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