Transformative Social and Emotional Learning: Work Notes on an Action Research Agenda

2020 ◽  
pp. 004208592093334
Author(s):  
Brittney V. Williams ◽  
Robert J. Jagers
Keyword(s):  
Action Research ◽  
Learning Environments ◽  
Continuous Improvement ◽  
Research Agenda ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Research Practice ◽  
Social And Emotional ◽  
Stakeholder Groups

The potential for transformative social and emotional learning (SEL) was conceptualized as a lever in service of equity. This article explains the next steps and working assumptions the Collaborative for Academic, Social, and Emotional Learning (CASEL) has employed to collectively address the inequities that exist in schools. The proposed research agenda has implications for the continuous improvement of various resources. It also supports the formation of research–practice partnerships that will work to find frameworks, spaces, and stakeholder groups that will journey to implement and promote relevant efforts needed to create equitable learning environments where youth can excel.

The Motivating Affordances of Research-Practice Partnerships for Examining Equity-based Social and Emotional Learning Instruction

2021 ◽  
pp. 179-195
Author(s):  
Gina McGovern ◽  
Colin Ackerman ◽  
Deborah Rivas-Drake ◽  
Alexandra Skoog-Hoffman ◽  
Enid M. Rosario-Ramos ◽  
...  
Keyword(s):  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Research Practice ◽  
Social And Emotional ◽  
Learning Instruction

scholarly journals Children's learning and development in conflict- and crisis-affected countries: Building a science for action

2021 ◽  
pp. 1-16
Author(s):  
J. Lawrence Aber ◽  
Carly Tubbs Dolan ◽  
Ha Yeon Kim ◽  
Lindsay Brown
Keyword(s):  
Developmental Psychopathology ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Research Practice ◽  
Learning And Development ◽  
Social And Emotional ◽  
Children’S Learning ◽  
Developmental Science ◽  
The Impact ◽  
Children's Learning

Abstract This paper critically reviews the opportunities and challenges in designing and conducting actionable research on the learning and development of children in conflict- and crisis-affected countries. We approached our review through two perspectives championed by Edward Zigler: (a) child development and social policy and (b) developmental psychopathology in context. The aim of the work was to answer the following questions: What works to enhance children's learning and development in such contexts? By what mechanisms? For whom? Under what conditions? How do experiences and conditions of crisis affect the basic processes of children's typical development? The review is based on a research–practice partnership started in the Democratic Republic of the Congo in 2010 and expanded to research in Niger and Lebanon in 2016. The focus of the research is on the impact of Healing Classrooms (a set of classroom practices) and Healing Classrooms Plus (an additional set of targeted social and emotional learning activities), developed by the International Rescue Committee, on children's academic outcomes and social and emotional learning. We sought to extract lessons from this decade of research for building a global developmental science for action. Special attention is paid to the importance of research–practice partnerships, conceptual frameworks, measurement and methodology. We conclude by highlighting several essential features of a global developmental science for action.

Transformative Social and Emotional Learning

2021 ◽  
pp. 180-202
Author(s):  
Joseph P. Fiorentini ◽  
Michael P. McCreery ◽  
Le Quanda L. Cole ◽  
Sam A. Leif ◽  
Malaya M. Monk ◽  
...  
Keyword(s):  
Learning Environments ◽  
Social And Emotional Learning ◽  
Traditional Education ◽  
Emotional Learning ◽  
Digital Learning ◽  
Research Perspective ◽  
Social And Emotional ◽  
Learning Framework ◽  
Marginalized Groups ◽  
Digital Learning Environments

COVID-19 required teachers and administrators to swiftly transition traditional education into learning management systems (LMS). However, LMSs are designed as delivery trucks, providing content to students and serving as digital filing cabinets that organize and deliver information in an appropriate manner. This inherent limitation allows for the disenfranchisement of underprivileged groups, which can be addressed via the transformative social and emotional learning framework (TSEL). TSEL is a method of alleviating inequitable learning experiences by accounting for racial oppressions that marginalized groups encounter within education. Here, the authors discuss how to leverage additional digital learning environments to enhance and support identity, belongingness, intersectionality, and agency during online learning. These digital learning environments are detailed from a research perspective as well as a practical one, allowing readers to immediately implement concurrent extensions to their LMS.

scholarly journals General Music to Overcome Challenging Times

2021 ◽  
Vol 34 (3) ◽  
pp. 52-54
Author(s):  
Edward Varner
Keyword(s):  
Learning Environments ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Traumatic Experience ◽  
General Music ◽  
Music Learning ◽  
Social And Emotional ◽  
Professional Educators ◽  
Global Pandemic ◽  
Teachers And Students

Teachers and students are experiencing significant stress and uncertainty this year amid a global pandemic and violent, racially charged, political and civil unrest. It seems fair to say that all of us, students and teachers alike, have navigated a shared traumatic experience. Strong emotions and divisiveness can make normal life feel uncontrollable, even high-risk. The purpose of this column is to provide a germane awareness for teachers to help them better align with social and emotional learning objectives and create trauma-sensitive general music learning environments during these challenging times. It is, after all, our responsibility as caring, professional educators to create safe, predictable settings for children to be, learn, and grow. This can be achieved by awareness and commitment to the creation of social and emotional learning informed/trauma-sensitive general music learning environments in which each student is healthy, safe, engaged, supported, and challenged.

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