Beyond Language and Academics: Investigating Teachers’ Preparation to Promote the Social-Emotional Well-Being of Emergent Bilingual Learners

2021 ◽  
pp. 002248712110275
Author(s):  
Amy J. Heineke ◽  
Elizabeth M. Vera
Keyword(s):  
Linguistically Diverse ◽  
Well Being ◽  
Comparative Case Study ◽  
Academic Learning ◽  
Social Emotional ◽  
Bilingual Learners ◽  
Emergent Bilingual ◽  
Education Professional Development ◽  
The Social ◽  
Teachers And Students

In recent years, institutions have responded to changing school populations by preparing teachers for the growing number of emergent bilingual learners (EBLs). But this preparation largely focuses on supporting students’ academic learning and language development, despite enhanced attention to social-emotional well-being in wider educational circles. This comparative case study seeks to understand whether and how teachers are prepared to facilitate this integral component of student learning in five schools with linguistically diverse populations and varied program models to serve EBLs. We first probe how teachers draw from various facets of their preparation to support EBLs’ social-emotional well-being, including teacher education, professional development, collaboration with colleagues, and personal experiences. We then consider teachers’ and students’ perspectives on the requisite expertise to facilitate well-being in classrooms. Findings provide insight for university, district, and school stakeholders seeking to enhance teacher preparation as a means to improve the educational experiences of EBLs.

Exploring social entrepreneurial boundary spanning for compassion-triggered opportunities

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Eliada Wosu Griffin-EL
Keyword(s):  
Emerging Market ◽  
Research Question ◽  
Well Being ◽  
Boundary Spanning ◽  
Comparative Case Study ◽  
Social Entrepreneurs ◽  
Content Type ◽  
The Social ◽  
Entrepreneurial Action ◽  
The Individual

Purpose The purpose of this paper is to address the research question: How does the social entrepreneur’s compassion inform how they engage with their environment to mobilize resources for social entrepreneurial action? Design/methodology/approach The study features a comparative case study analysis of seven high-profile social entrepreneurs within Cape Town, South Africa. Data via in-depth interviews, site visits and archival information and follow-up conversations were collected and then analyzed via thematic coding of qualitative analysis. Findings The findings suggest that compassion is an antecedent for the social entrepreneurial boundary spanning shaped by their orientation toward concern for others’ well-being. Propositions presented offer the groundwork for an emergent theoretical framework of social entrepreneurial boundary spanning. Originality/value The study builds upon the emerging compassion research within social entrepreneurship, extending the conceptualization of compassion to be shapers of the social structure – not just the individual or the organization – in an emerging market context.

scholarly journals Curriculum Design for Building and Developing the Social-Emotional Skills of Preschoolers

Educatia 21 ◽  
2020 ◽  
pp. 58-64
Author(s):  
Irina-Mihaela Trifan ◽  
Olga Chiș
Keyword(s):  
Curriculum Design ◽  
Well Being ◽  
Early Years ◽  
International Studies ◽  
Social Emotional ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
The Social ◽  
Comparative Results

"The present study investigates the theoretical, methodical and practical aspects which emphasize the importance of the formation and development of social and emotional skills during early years, which have a major impact over children’s long-term growth, while also assuring their adjustment in society, the cut down of unwanted behaviours and provides social and emotional well-being for the preschooler. The steps dedicated for the pedagogical experiment have had the purpose of verifying the efficacy of the application of the project - The Development of Social and Emotional Skills Curriculum (DeCo - SE)- and was targeted towards building and growing said skills for the last year preschoolers. The results of the research revealed that the efficiency of applying a curriculum based on building and developing the social and emotional skills of preschoolers. We conclude that the study gave promising results on the prevention and reduction of undesirable behaviors, the identification of emotions, tolerance to frustration, relaxation through deep breathing techniques, methods of controlling anger and destructive behaviors among preschoolers. The comparative results presented in this study reinforce the findings of other international studies (Merrell et al., 2008), according to which the implementation of The Development of Social and Emotional Skills Curriculum (DeCo - SE) contributes to reducing undesirable behaviors, children being modeled in a positive way, having a positive social attitude, managing to easily adjust their emotions."

scholarly journals Collaboration to Support Rural Student Social-Emotional Needs

2018 ◽  
Vol 38 (1) ◽  
Author(s):  
Lindsey M. Nichols ◽  
Anisa N. Goforth ◽  
Michaela Sacra ◽  
Kaitlyn Ahlers
Keyword(s):  
School Counselors ◽  
School Psychologists ◽  
Rural Areas ◽  
School Environment ◽  
Well Being ◽  
Rural Students ◽  
Health Issues ◽  
Emotional Needs ◽  
Social Emotional ◽  
The Social

There is a growing emphasis in U.S. schools to focus on the social-emotional issues of rural students. Specifically, the effect of mental health issues on school success underscores the importance of collaboration between, and among, educators and specialized support personnel (SSP; e.g., school counselors). In rural areas, school counselors and school psychologists are positioned to assist students and their families to provide support within and surrounding the school environment. The purpose of this paper is to: (1) discuss students’ social-emotional needs and SSP-educator collaboration in the context of rural schools, and (2) to discuss promising and best practices in collaboration to address students’ social-emotional well-being.

scholarly journals Perspectives from Mothers on Child Maintenance and Family Well Being: Policy Implications

2016 ◽  
Vol 4 (1) ◽  
pp. 41
Author(s):  
Paulette Andrea Henry
Keyword(s):  
Child Support ◽  
Well Being ◽  
Policy Implications ◽  
Primary Reason ◽  
Social Emotional ◽  
The Social ◽  
Financial Burdens ◽  
The Impact ◽  
Initial Research ◽  
Child Maintenance

Very often mothers are left to bear the social, emotional and financial burdens of parenting when relationships between parents do not work out. Although fathers claim to yearn for better relationships with their children, poor relations with mothers of their children is often cited as the primary reason for their estranged relationships with their children. Building upon an initial research undertaken to ascertain the impact of child support, father child relationships and family well being, this article will present the findings from a survey undertaken with mothers to garner perspectives on child maintenance and family well-being. It will seek to suggest mechanisms which can influence policy for child maintenance and parent child relations when parents are separated with the intent towards the improvement of child and family wellbeing.

scholarly journals Learning From Students, Teachers, and Schools: Field-Based Teacher Education for Emergent Bilingual Learners

2019 ◽  
Vol 71 (1) ◽  
pp. 148-161
Author(s):  
Amy J. Heineke ◽  
Elina Giatsou
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Linguistically Diverse ◽  
First Year ◽  
Bilingual Learners ◽  
Emergent Bilingual ◽  
Diverse Classrooms ◽  
Undergraduate Teacher Education

Today’s schools are more culturally and linguistically diverse than ever before, prompting the need for teachers with the requisite expertise for work with emergent bilingual learners. As students grow in numbers and fill seats in classrooms spanning grades and disciplines, teacher educators must consider ways to prepare an increasing number of teachers, including those spanning licensure areas. This research probed one university’s efforts to prepare all teacher candidates for this growing subgroup of students through a field-based undergraduate teacher education program in the urban Midwest. Using artifact data from 29 program completers and survey and interview data from five focal teachers spanning licensure areas, this study investigated how particular facets of the field-based program promoted or deterred candidates’ learning across the 4-year program and into teachers’ first year of teaching. Implications center on how universities can leverage field-based teacher education to prepare future teachers for diverse classrooms.

scholarly journals Social Impacts of Dam-Induced Displacement and Resettlement: A Comparative Case Study in China

2018 ◽  
Vol 10 (11) ◽  
pp. 4018 ◽  
Author(s):  
Youliang Huang ◽  
Wensheng Lin ◽  
Shan Li ◽  
Yan Ning
Keyword(s):  
Questionnaire Survey ◽  
Medical Insurance ◽  
Well Being ◽  
Social Impacts ◽  
Host Community ◽  
Comparative Case Study ◽  
Face To Face ◽  
The Social ◽  
Negative Impacts

Dam projects are inevitably accompanied by massive displacement and resettlement, which imposes intricate social impacts on the host community. This study aims to investigate the social impacts of dam-induced displacement and resettlement in China through a comparative case study where both the control and experimental groups were investigated. Data were collected through a mix of questionnaire-survey, archival files, and face-to-face interviews. The results show that dam-induced displacement and resettlement was conducive to improving residence conditions and facilitating the acceptance of rural cooperative medical insurance. But it had negative impacts on employment, income level and income resource, and overall well-being. Implications for theory and for practice are provided in the end.

scholarly journals School bullying among Tunisian adolescents: prevalence and psychosocial outcomes

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
J Sahli ◽  
M Limam ◽  
M Mellouli ◽  
M El Ghardallou ◽  
T Ajmi ◽  
...  
Keyword(s):  
Well Being ◽  
Cross Sectional Study ◽  
School Bullying ◽  
Health Concern ◽  
Social Emotional ◽  
School Students ◽  
Cross Sectional ◽  
Bully Victims ◽  
Teachers And Students ◽  
Perceived Involvement

Abstract Background Bullying is a serious public health concern affecting the emotional well-being of pupils. We conducted this study to examine the prevalence of bullying, its psychosocial associated factors and the perceived involvement of parents, teachers, and classmates to counteract this behavior. Methods This is a cross-sectional study conducted in 2015 among a representative sample of pupils enrolled in 14 colleges in Sousse using the revised Olweus Bully/Victim Questionnaire. Results We included 1584 students aged between 11 and 15 years. The prevalence of bullying and victimization was 16.0% [95% CI: 14.2%, 17.8%] and 11.3% [95% CI: 9.7%, 12.9%] respectively. Four groups of students were identified, 11.7% were classified as pure victims, 7.8% as pure bullies, 3.2% as bully-victims and 75.5% as bystanders. Compared to other groups, the bully-victims were less likely to report a feeling of empathy (38.3%, p < 10-3) and liking school (30.0%, p < 10-3). They were more likely to be aggressive (56.2%, p < 10-3) and disintegrated in the class (30.6%, p = 0.002). Among the victims, 11.1% reported that their parents contacted the school several times to stop their victimization. The majority of the middle school students perceived that their classmates (54.1%) and teachers (39.5%) did nothing to counteract the bullying behavior. Conclusions The school institution is expected to be for pupils a highly meaningful space for social, emotional and academic development. Parents, teachers and students should learn effective ways to handle the bullying problem since it has been emphasized that the most effective programs are comprehensive targeting students, schools, families, and the community. Key messages This is the first study conducted in Tunisia to highlight the extent of school bullying. Our findings can help to raise awareness of parents, school staff and policy makers about bullying.

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