Effects of Social Emotional Learning Implemented in a Special School on the Social Emotional Knowledge, Social Emotional Skills and Peer Interactions of Students with Intellectual Disabilities

2019 ◽  
Vol 54 (2) ◽  
pp. 95-127
Author(s):  
Hyejin Nam ◽  
Seung Hee Park
Keyword(s):  
Intellectual Disabilities ◽  
Peer Interactions ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Special School ◽  
Social Emotional ◽  
Emotional Skills ◽  
The Social ◽  
Students With Intellectual Disabilities ◽  
Emotional Knowledge

scholarly journals Social and emotional learning in education and care policy in Croatia

2020 ◽  
Vol 9 (3) ◽  
pp. 650
Author(s):  
Maja Ljubetic ◽  
Toni Maglica
Keyword(s):  
Academic Success ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Positive Development ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Emotional Skills ◽  
Social And Emotional ◽  
The Social ◽  
Education And Care

Worldwide practises and then scientific research is showing that social-emotional learning represents a highly promising approach for positive development and adjustment, improvement of academic success in children and even prevention of behavioural problems. But despite these findings, there is no systematic approach in the implementation of the social-emotional learning in Croatia, and the practice of it is not yet structured and comprehensive and occurs rather occasionally and spontaneously. This paper is trying to ascertain is there a formal and legal platform for implementing social-emotional learning in the crucial documents that regulate educational and care practises in Croatia. The analysis of the documents was conducted according to the criterium of key social-emotional competencies and the associated social-emotional skills.

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.

Using dialogic reading strategies to promote social-emotional skills for young students: An exploratory case study in an after-school program

2018 ◽  
Vol 16 (4) ◽  
pp. 436-448 ◽  
Author(s):  
Angel Fettig ◽  
Amy L Cook ◽  
Laura Morizio ◽  
Kaitlin Gould ◽  
Lauren Brodsky
Keyword(s):  
Reading Strategies ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Dialogic Reading ◽  
After School ◽  
Social Emotional ◽  
Emotional Skills ◽  
After School Program ◽  
Young Students

As educators begin to understand the need for a social-emotional learning curriculum for young students, finding opportunities to implement a curriculum that supports students’ social-emotional development is important. Research supports that using shared reading opportunities that are common in young students’ in-school and out-of-school routines to embed social-emotional learning could have potential impact for young students’ social emotional as well as academic development. This article describes an exploratory mixed-methods case study that examines the use of dialogic book reading strategies in promoting social-emotional skills of young elementary students in an after-school program in the United States. A pre–post case study design was employed to examine preliminary social-emotional outcomes. In addition, parent interviews were conducted to explore the perceived benefits of the intervention in the home environment. The results suggest that dialogic reading may be a helpful strategy to promote young students’ social-emotional learning. The implications for research and practice are discussed.

scholarly journals The Social-Emotional Learning Process to Develop Practicing Skills for Hands-on Students

2020 ◽  
Vol 10 (8) ◽  
pp. 597-602
Author(s):  
Kridsanapong Lertbumroongchai ◽  
◽  
Kobkiat Saraubon ◽  
Prachyanun Nilsook
Keyword(s):  
Learning Process ◽  
Process Model ◽  
Mixed Reality ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Academic Knowledge ◽  
Depth Interview ◽  
The Social ◽  
Hands On

The purpose of this research is to synthesize the social-emotional learning process to develop practicing skills for hands-on students, to develop the process, and to evaluate the process. In this study, the documentary research method and in-depth interview method were employed. The results showed that the synthesis of the social-emotional learning process to develop practicing skills for hands-on students consisted of six steps: 1) perception is divided into sensory perception and explaining perceived, 2) observation is divided into certain goals, discretion, notes, observations, and time limit, 3) analysis and brainstorming is divided into information, brainstorming, and discovering new knowledge, 4) practicing is divided into cognitive phase, associative phase, and autonomous phase, 5) checking and improvement is divided into opinion, learning exchange, and providing opportunities, and 6) action is divided into behavior changing, and application of academic knowledge. Evaluating the social-emotional learning process to develop practicing skills for hands-on students employed in-depth interview technique consisting of 21 experts in three different areas (i.e., in learning and teaching, information technology, and mass communication technology terms). The results of the suitability evaluation revealed that the social-emotional learning process model with mixed reality for the hands-on students was at the highest level.

Making the Case for Teaching Social Emotional Learning through Children’s Literature

2018 ◽  
Author(s):  
Mahima Lamba
Keyword(s):  
Children's Literature ◽  
Learning Community ◽  
Social Emotional Learning ◽  
Children’S Literature ◽  
Self Esteem ◽  
Emotional Learning ◽  
Classroom Teachers ◽  
Social Emotional ◽  
Emotional Skills ◽  
Added Benefit

In this presentation I propose children’s literature as an effective tool to teach social emotional learning in the classroom. Social emotional learning has increasingly become a focus in many Canadian schools. Social emotional learning has been defined in many ways but is usually accepted to be a combination of developing children’s abilities to self-regulate their feelings, understand and display empathy and make responsible choices. These are skills that can benefit children in a variety of ways that includes increasing self-esteem, reducing conflicts with peers or family members and developing resiliency. Although social emotional skills like empathy are essential for the adequate moral development of children, there is little communication as to the ways qualities like empathy can become teachable skills. This poses a challenge to classroom teachers who are not receiving training or professional development from Social Emotional Learning organizations or research bodies but wish to incorporate elements of the theory into their existing practice and routines. Although some organizations offer scripted lessons and programming to be used in the classroom, programs alone may not be enough. Locally developed resources created for peer-to-peer sharing amongst teachers allow for greater integration and have the added benefit of being customized for each teacher’s unique learning community. This presentation will focus on the integration of social emotional learning at the classroom level using a children’s literature approach. I share some of the resources I have created for this purpose.

Development and Evaluation of the Social-Emotional Learning Scale

2009 ◽  
Vol 27 (4) ◽  
pp. 283-295 ◽  
Author(s):  
Chris L. S. Coryn ◽  
Jessaca K. Spybrook ◽  
Stephanie D. H. Evergreen ◽  
Meg Blinkiewicz
Keyword(s):  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
The Social

Social-emotional skills can boost Common Core implementation

2014 ◽  
Vol 96 (3) ◽  
pp. 58-62 ◽  
Author(s):  
Maurice J. Elias
Keyword(s):  
Common Core ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Emotional Skills ◽  
Academic Knowledge ◽  
College Ready ◽  
The Common

The same competencies neglected in the implementation of the Common Core are those that ultimately most help students become what the author calls college-ready, career-ready, and contribution-ready. These include communication, meta-cognition, resilient mindset, responsible character, and social-emotional learning, intertwined with academic knowledge. An example of the importance of these areas for successful Common Core implementation is provided in the context of a central Common Core focus: students’ deep engagement with text.

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