Measuring joy: A social justice issue

2020 ◽  
Vol 101 (8) ◽  
pp. 25-30
Author(s):  
Madora Soutter
Keyword(s):  
Social Justice ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Education Network ◽  
Character Growth

Schools that make an effort to promote social-emotional learning, character growth, and joyful learning may question whether and how to measure the effectiveness of such efforts. Yet, as Madora Soutter explains, measurement is an important way to ensure that all students, including those who are frequently marginalized, feel emotionally supported in their schools. Soutter discusses how measurement of SEL and other outcomes is a social justice issue while also warning educators of some of the pitfalls of such measurements. She cites the efforts of the EL Education network of schools as one example of how a school can track social-emotional learning in a way that is attentive to equity.

Creating Brave Spaces

2022 ◽  
pp. 21-43
Author(s):  
Nancy Kwang Johnson ◽  
L. Erika Saito
Keyword(s):  
Social Justice ◽  
Teacher Identity ◽  
Lesson Plan ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Self Awareness ◽  
Social Emotional ◽  
Learning Framework ◽  
Reflective Teachers ◽  
Before And After

This chapter provides an interdisciplinary, conceptual social justice and social emotional learning framework and protocol to understand the varying competencies needed in critical learning paradigms with regard to multilingual learners (MLs). Engaging in social justice and social emotional (SJSE) work requires reflective practices to develop teacher identity. Therefore, reflection protocols before and after instruction in this chapter serve as a lever for building culturally reflective teachers through prompts that engage in self-awareness, student relations, and climate. Lesson plan delivery at different grade and language levels along with background and rationale of each topic further demonstrate SJSE integration. Discussion of challenges in SJSE are addressed that extend into three identified areas: professional, personal, and institutional.

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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