Two-year impact of a universal social-emotional learning curriculum: Group differences from developmentally sensitive trends over time.

2019 ◽  
Vol 55 (2) ◽  
pp. 415-433 ◽  
Author(s):  
Sabina Low ◽  
Keith Smolkowski ◽  
Clayton Cook ◽  
Danielle Desfosses
Keyword(s):  
Social Emotional Learning ◽  
Emotional Learning ◽  
Group Differences ◽  
Social Emotional ◽  
Trends Over Time ◽  
Over Time

scholarly journals Promoting Children’s Healthy Social-Emotional Growth: Dialogue Journal

2017 ◽  
Vol 6 (2) ◽  
pp. 246 ◽  
Author(s):  
Chiaki Konishi ◽  
Sol Park
Keyword(s):  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Dialogue Journals ◽  
School Settings ◽  
Dialogue Journal ◽  
The World ◽  
Practical Guidelines ◽  
Over Time

Dialogue journals are a form of writing in which a student and a teacher carry on a conversation over time. This paper addresses the benefits of using dialogue journals for promoting a positive social-emotional learning (SEL) environment for children in school settings. Educators and researchers have increasingly acknowledged the importance of SEL in schools, and the recognition has been gradually spread around the world in recent years. Despite the increased recognition of the importance of SEL, teachers often appear to feel unacquainted with tactics for promoting children’s social-emotional growth. We provide our readers with a theoretical and practical rationale behind the benefits in the framework of SEL. We also provide practical guidelines for the implementation of the dialogue journals in schools. Further, successful examples of the use of dialogue journals which we have drawn upon during classes in different countries are presented in order to help teachers promote the positive SEL environment for students at school.

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.

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