scholarly journals Developing grit : a case study of a summer camp, which empowers students with learning disabilities through the use of social-emotional learning

2018 ◽  
Author(s):  
O'Heaney
Keyword(s):  
Learning Disabilities ◽  
Summer Camp ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Students With Learning Disabilities ◽  
Social Emotional

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.

Building Emotionally Resilient Schools and Educators During Crises

2021 ◽  
pp. 155545892110472
Author(s):  
Corinne Brion
Keyword(s):  
High School ◽  
School Leaders ◽  
Social Emotional Learning ◽  
Educational Leaders ◽  
Emotional Learning ◽  
Urban High School ◽  
Social Emotional ◽  
Teaching Case ◽  
American Schools

This teaching case study illustrates the increasing need for school leaders to offer and foster adult social emotional learning (SEL) in schools, particularly in the context of crises. This scenario takes place in an urban high school that is representative of many other American schools. In particular, I examine the challenges educational leaders commonly face when they do not take SEL for adults into consideration prior to implementing SEL for students. This teaching case study aims at encouraging meaningful conversations about adult SEL, equity, and leadership in times of crisis. The hope is to better understand how school leaders can lead and embrace adult SEL during crises. I also pose questions designed to prepare prospective and current educational leaders for similar situations.

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