Supplemental Material for Teacher–Child Relationships, Classroom Climate, and Children’s Social-Emotional and Academic Development

2017 ◽  
Keyword(s):  
Classroom Climate ◽  
Academic Development ◽  
Social Emotional

Teacher–child relationships, classroom climate, and children’s social-emotional and academic development.

2018 ◽  
Vol 110 (7) ◽  
pp. 992-1004 ◽  
Author(s):  
Christina L. Rucinski ◽  
Joshua L. Brown ◽  
Jason T. Downer
Keyword(s):  
Classroom Climate ◽  
Academic Development ◽  
Social Emotional

scholarly journals Walking the Talk: Enhancing Future Teachers’ Capacity to Embed Social-Emotional Learning in Middle Years Classrooms

2018 ◽  
Vol 8 (3) ◽  
pp. 143
Author(s):  
Katherine Main
Keyword(s):  
Academic Success ◽  
Classroom Climate ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Emotional Skills ◽  
Assessment Task ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
Significant Difference ◽  
Poor Outcomes

Early adolescence marks a developmental period during which there is a window of opportunity to explicitly teach and make a significant difference in a young person’s development of social and emotional competencies (SECs). All students can benefit from the inclusion of SECs and failing to develop such SECs can result in poor outcomes in several domains including personal, social, and academic outcomes. Research on social and emotional programs for young adolescent learners has shown that a ‘skills and drills’ approach is far less effective than focusing on mind-sets and classroom climate. Although the role teachers play in explicitly teaching and supporting young adolescents’ SECs has been recognised, teachers have reported a lack of confidence in knowing what, and how to teach these skills. This paper reports on a teacher education course that embedded social and emotional skills into both coursework design and assessment expectations. Results drawn from an analysis of students’ responses to their main assessment task showed that pre-service teachers had a growing awareness of SECs and, in particular, were able to recognise the importance of focusing on the building of students’ SECs to support academic success across a broad range of curriculum areas.

Mindful Social Emotional Academic Development and Emotional Resilience

2021 ◽  
pp. 1-19
Author(s):  
Deborah Oliver ◽  
Molly Dahl
Keyword(s):  
Academic Development ◽  
Social Emotional ◽  
Learning Space ◽  
Current Time ◽  
Emotional Resilience

This chapter will provide an overview of the history and the basics of SEL/SEAD, SEAD in current time, mindfulness as the foundation of SEL and SEAD, and emotional resilience as the key to successful SEAD implementation and application in all areas of education, from the legislative offices to the PK learning space. The hope is to increase the understanding that SEAD is not a passing fad, not a trend, not “one more thing” that teachers will feel overwhelmed by, and not something to be feared or dreaded.

Higher Education Leading With Social, Emotional, and Academic Development

2021 ◽  
pp. 56-77
Author(s):  
Tara Madden-Dent ◽  
Deborah Oliver ◽  
Brooke Stratton ◽  
Eleanor A. Strand ◽  
Kimberly Reed
Keyword(s):  
Large Scale ◽  
Academic Development ◽  
Student Experiences ◽  
Educational Systems ◽  
Digital Learning ◽  
Social Emotional ◽  
Post Secondary ◽  
Service Programs ◽  
New Graduate ◽  
Programs Of Study

Institutions of higher learning serve as global catalysts for equitable educational systems as drivers of educator workforce that lead with social, emotional, and academic development (SEAD) practices. Colleges and universities are well-positioned to instruct on explicit social emotional learning (SEL) not only within pre-service programs of study, but have the unique opportunity to provide continuous education for in-service educators. This large-scale capacity to influence those who shape student experiences is more important today than ever before as schools seek safer, more inclusive campuses and digital learning environments with culturally responsive and respectful communication and interactions. The need for SEL skills across workforce sectors conflicts with the lack of SEL education in higher educational programs. To contribute to the body of literature around post-secondary SEL education, this chapter introduces new graduate-level SEAD courses and how they influenced pre-service and in-service teacher candidates.

SFBT Within the Tier 2 Framework

2017 ◽  
Author(s):  
Michael S. Kelly ◽  
Johnny S. Kim ◽  
Cynthia Franklin
Keyword(s):  
Classroom Climate ◽  
Tier 2 ◽  
Social Emotional ◽  
Prevention Services ◽  
Coaching Intervention ◽  
Tier 1 ◽  
American Schools ◽  
Tier 2 Intervention ◽  
Tier 3 ◽  
Teacher Coaching

The educational policy changes of the past 20 years have increased the focus on the provision of prevention services within schools, both for individual students and for social-emotional programming delivered in their classroom. Whether characterized as Response to Intervention (RTI), Positive Behavior Intervention and Supports (PBIS), or Multi-Tiered Systems of Supports (MTSS), the focus on a 3-tier framework of universal (Tier 1), selective (Tier 2) and indicated (Tier 3) has become one of the largest evidence-based framework ever scaled up within American schools, with over 19,000 schools across all 50 states having implemented PBIS by this writing. This chapter focuses on an example of a SFBT Tier 2 intervention, the Working on What Works (WOWW) teacher coaching intervention, that strives to create a better classroom climate for teachers and their students.

Reducing Substance Abuse Risk Factors among Children through a Teacher as Facilitator Program

1993 ◽  
Vol 23 (2) ◽  
pp. 137-150 ◽  
Author(s):  
Robert J. McLaughlin ◽  
Kimberly K. McClanahan ◽  
J. David Holcomb ◽  
Ann D. Gibbins ◽  
Quentin W. Smith ◽  
...  
Keyword(s):  
At Risk ◽  
Substance Abuse ◽  
At Risk Students ◽  
Academic Development ◽  
School Personnel ◽  
Classroom Teachers ◽  
Social Emotional ◽  
System A ◽  
Abuse Risk ◽  
Academic Demands

A Teachers as Facilitators (TAF) Program used classroom teachers as leaders of small groups that promoted social, emotional, and academic development of children at high risk of adopting potentially destructive substance abuse patterns. The program was intended to increase participating students' positive socialization experiences and academic achievement by successfully integrating these students into the school's social system. A longer-range goal was to increase students' sense of worth as it affects their attitudes toward relationships with other people and academic demands. Program results were: 1) school personnel were found capable of accurately identifying and referring to the TAF Program children who were at risk of substance usage and in need of assistance; 2) the TAF Program was effective in improving at-risk students' perceived academic self-concept, but was less effective in increasing students' perceived sense of social support; and 3) the program was endorsed by participating teachers, counselors, and administrators.

Integrating Social-Emotional and Academic Development in Teachers’ Approaches to Educating Students

2019 ◽  
Vol 6 (2) ◽  
pp. 138-146 ◽  
Author(s):  
Dionne Cross Francis ◽  
Jinqing Liu ◽  
Pavneet Kaur Bharaj ◽  
Ayfer Eker
Keyword(s):  
Teacher Education ◽  
Student Outcomes ◽  
Academic Development ◽  
Policy Implications ◽  
Development Research ◽  
Social Emotional ◽  
Dimensions Of Learning ◽  
Research Findings ◽  
School Reorganization ◽  
Essential Knowledge

Student success should incorporate not only academic achievement, but also the skills and competence to identify and effectively pursue personal life goals. However, success has become narrowly defined by test scores, which minimizes students’ opportunities for growth and development. Research findings show the interrelatedness of social, emotional, and cognitive dimensions of learning and how these dimensions shape positive student outcomes. In this article, we discuss how schools can integrate social, emotional, and academic development in optimizing student learning. Foregrounding teachers, the engines that drive the educational practices within schools, we describe their role in shaping student outcomes and identify the essential knowledge and skills needed to create academically and emotionally enriched spaces for students. We discuss the gaps in current teacher education and professional development (PD) programs that result in teachers being ill-prepared for the realities of the classroom. Finally, policy implications for teacher education, PD, and school reorganization are discussed.

Supporting Syrian Refugee Children’s Academic and Social-Emotional Learning in National Education Systems: A Cluster Randomized Controlled Trial of Nonformal Remedial Support and Mindfulness Programs in Lebanon

2021 ◽  
pp. 000283122110629
Author(s):  
Carly Tubbs Dolan ◽  
Ha Yeon Kim ◽  
Lindsay Brown ◽  
Kalina Gjicali ◽  
Serena Borsani ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Public Schools ◽  
Classroom Climate ◽  
Controlled Trial ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Children's Perceptions ◽  
Randomized Controlled ◽  
Syrian Refugee

Experimental evidence on strategies to support refugee children's integration into host-country public schools is needed. We employ a three-arm, site-randomized controlled trial to test the impact of short-term access to two versions of nonformal remedial programming infused with social-emotional learning (SEL) among Syrian refugee children in Lebanese public schools. Remedial programming with classroom climate-targeted SEL practices improved children's perceptions of public schools (effect sizes [ES] = 0.48–0.66) only. The remedial program with both classroom climate-targeted SEL and skill-targeted activities had positive impacts on children's perceptions of public schools (ES = 0.43–0.50) and on certain basic academic skills (ES = 0.08–0.14), and marginally significant positive and negative impacts on some SEL outcomes (ES = 0.16–0.31). We found no impacts of either version on children's global literacy or numeracy competence.

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