scholarly journals Meeting of the Russian school with “social, emotional and ethical learning” (SEE-Learning) – organizational and pedagogical conditions

2020 ◽  
Author(s):  
М.Н. Кожевникова ◽  
Н.И. Неупокоева
Keyword(s):  
General Algorithm ◽  
Social Emotional ◽  
Educational Organization ◽  
Russian School ◽  
Implementation Model ◽  
Ethical Learning ◽  
Big Ideas ◽  
Organizational Approach

Статья посвящена проблеме использования социально-эмоционально-этического образования (СЭЭО) в российской общеобразовательной школе, зависящего от определенных организационно-педагогических условий. Проанализировано значение направления СЭЭО как примера обновления содержания образования в соответствии с потребностями XXI в. Выявленные в анализе характеристики СЭЭО, при его типологизации как проекта педагогики «больших идей» и конкретизации как особенного гуманистическогонаправления, определили требования к внешним и внутренним условиям введения программ СЭЭО в общеобразовательной школе. Организационно-педагогические условия введения программы СЭЭО в школу определены как обусловленные выбором перспективы из двух возможных: ситуационной и деятельностной; и выбором организационного подхода из двух возможных: дефицитарного и контекстного; идентификацией соответствующей данной образовательной организации модели внедрения из списка возможных версий, ранжированных по полноте и интенсивности внедрения. Описан общий алгоритм организационно-педагогических действий по введению новой программы. Выявлены возможные риски и проблемы внедрения новой программы в аспектах внешних и внутренних препятствий, общих и индивидуальных затруднений. The article is devoted to the problem of implementing social, emotional and ethical learning (SEEL) in the Russian school as dependent on certain organizational and pedagogical conditions. The importance of the SEEL as an example of updating the content of education in accordance with the needs of 21c. has been analyzed. The characteristics of SEEL identified in the analysis, with its typology as a project of pedagogy of "big ideas" and concretization as a special humanistic movement, determined the requirements for the external and internal conditions for the introduction of SEEL programs in a school. The organizational and pedagogical conditions for the introduction of the SEEL program into school are understood as conditioned by the choice of the perspective from two possible ones: situational and activity; and the choice of an organizational approach from two possible ones: deficit and contextual; identification of the implementation model corresponding to a given educational organization from the list of possible versions, ranked by the completeness and intensity of implementation. The general algorithm of organizational and pedagogical actions for the introduction of a new program is described. Possible risks and problems of introducing a new program are identified, in terms of external and internal obstacles and general and individual difficulties.

Social-Emotional and Ethical Learning of Younger Schoolchildren in the Formation of Civil and Historical Competence

2020 ◽  
Vol XVI ◽  
pp. 9-22
Author(s):  
Mariia Ivanchuk ◽  
Taisiia Tsurkan
Keyword(s):  
Three Dimensions ◽  
Learning Trajectories ◽  
Social Emotional ◽  
Emotional Literacy ◽  
Knowledge And Skills ◽  
Types Of Knowledge ◽  
Educational Trajectories ◽  
Ethical Learning ◽  
Civic Competence

The essence of the concepts “historical competence”, “civic competence”, “emotional literacy” is highlighted. It is substantiated that socio-emotional and ethical learning (SEE Learning) is based on three dimensions that correspond to the types of knowledge and competencies that SEE Learning seeks to transfer to students: awareness, empathy, involvement. Three levels of SEE Learning are characterized: personal, social, systemic. Four key learning trajectories have been identified and analyzed to facilitate the acquisition and internalization of knowledge and skills at each of the three levels of understanding at SEE Learning. It is established that educational trajectories are pedagogical components that broadly outline the ways of studying, critically evaluating and interna-lizing various topics and skills of socio-emotional and ethical learning.

scholarly journals Digital Сompetence of Russian School Teachers

2015 ◽  
Vol 20 (4) ◽  
pp. 5-18 ◽  
Author(s):  
G.U. Soldatova ◽  
V.N. Shlyapnikov
Keyword(s):  
Internet Usage ◽  
The Internet ◽  
Digital Competence ◽  
School Teachers ◽  
Educational Organization ◽  
Russian School ◽  
Different Types ◽  
Digital Competency

This article presents the results of digital competence study in different types of pedagogical stuff of Russian educational organization (informatics teachers – 140 participants, subject teachers – 145 participants, other categories – 112 participants) in comparison to the results of all-Russia digital competency study among schoolchildren and parents (2013). We use Index of Digital Competency to as¬sess the digital competence of schoolteachers. The results shows that schoolteachers significantly exceed schoolchildren and parents in digital competency (F(2)=32,03, p<0,001), in frequency of internet-usage ( χ2(14)= 597,61, p<0,001), in time spent in the Internet everyday ( χ2(14)=472,83, p<0,001). Also they prefer other types of devices for internet-activities. Informatics teachers significantly exceed other teachers in digital competency (F(2)=14,18, p<0,001). These results let make the conclusion that modern schoolteachers are able and ready to improve their pupils’ digital competency by means of different ICT.

Re-imagining social-emotional learning: Findings from a strategy-based approach

2019 ◽  
Vol 100 (5) ◽  
pp. 53-58 ◽  
Author(s):  
Rebecca Bailey ◽  
Laura Stickle ◽  
Gretchen Brion-Meisels ◽  
Stephanie M. Jones
Keyword(s):  
Social Emotional Learning ◽  
Emotional Learning ◽  
Developmental Model ◽  
Summer Program ◽  
Social Emotional ◽  
New Approach ◽  
Big Ideas ◽  
Age Appropriate ◽  
School Organizations ◽  
Out Of School

Many schools and out-of-school organizations use social-emotional learning (SEL) programs to boost students’ skills. Yet research shows that these programs can be difficult to implement and don’t always meet students’ needs. In response, Rebecca Bailey, Laura Stickle, Gretchen Brion-Meisels, and Stephanie Jones propose a new approach to SEL premised on three big ideas: SEL should be framed around a developmental model designed to target specific, age-appropriate skills; a flexible strategy-based approach may increase the feasibility of SEL implementation and school-wide consistency; and SEL is most effective when teachers are encouraged to implement and adapt strategies that meet their students’ needs and reflect their experiences. The authors describe how such a program was implemented in a preK-8 summer program.

scholarly journals The problem of humanitarian assessment in social, emotional and ethical learning

2020 ◽  
Vol 10 (6) ◽  
pp. 120-141
Author(s):  
Nadezhda Valer'evna Tsimmerman ◽  
◽  
Margarita Nikolaevna Kozhevnikova ◽  
Keyword(s):  
Complex Analysis ◽  
Phenomenological Approach ◽  
Assessment Model ◽  
Philosophical Analysis ◽  
Learning Assessment ◽  
Social Emotional ◽  
Anthropological Perspective ◽  
Future Assessment ◽  
Ethical Learning ◽  
Educational Paradigm

Introduction. The authors investigate the nature of assessment in social, emotional and ethical learning (SEE learning). The aim of this research is to develop the key principles of assessment for designing an assessment model in social, emotional and ethical learning - a new educational framework, based on the general understanding of humanitarian assessment and the specific clarification of SEE learning as an innovative educational phenomenon. Materials and Methods. The research methodology is determined by the nature of the present stage of the research. It includes analytical work in such fields of study as philosophy of education and theoretical educational research, and is based on generally used approaches and methods of the relevant academic areas, in particular: general philosophical analysis, socio-philosophical analysis, phenomenological approach, dialectical method, typology and clarification approaches, complex analysis of paradigmatic components of educational programs, reviewing psychological and educational literature, and educational modeling. Results. The authors identified the SEE learning typology as a phenomenon of the humanitarian education paradigm in the 21st century and revealed characteristics determined by its genesis and structure, covering a number of areas. The authors clarified the phenomenon of humanitarian assessment by means of explaining the contradictions in the nature of assessment and the influence of the educational paradigm on the assessment. Based on the obtained understanding and analysis of existing research investigations in the field of assessing and social-emotional learning, the authors identified general principles of humanitarian assessment within the framework of SEE learning, and developed a number of preliminary specific decisions regarding assessment in SEE learning, intended for the future assessment model of social-emotional-ethical education. Conclusions. The article concludes that the SEE learning assessment model should be determined by the humanitarian paradigm and rely on fundamental principles of humanitarian assessment. Keywords Social-Emotional and ethical learning; Emotional intelligence; Humanitarian assessment; Humanistic paradigm; Person-centered philosophical and anthropological perspective.

scholarly journals Transformation of education in the perspective of secular ethics

2021 ◽  
Vol 11 (3) ◽  
pp. 54-62
Author(s):  
A. P. Slashchinina
Keyword(s):  
Higher Education ◽  
Education System ◽  
Philosophy Of Education ◽  
Buddhist Philosophy ◽  
Learning Program ◽  
Social Emotional ◽  
Higher Education System ◽  
Ethical Education ◽  
Emory University ◽  
Ethical Learning

The article analyzes the preconditions for the transformation of the higher education system to the trinity of social, emotional, and ethical learning. The author considers the formation of education system with the use of secular Buddhist ethics on the example of Emory University (Emory, USA). The article pays great attention to the speeches of Dalai Lama and the influence of Buddhist philosophy of education on the system of socio-emotional and ethical education. The theoretical analysis of the curriculum of social-emotional-ethical training presents the methodology and the methods of the study. The object of the research is the Buddhist philosophy of education. The subject of the study is SEE Learning program (social-emotional-ethical learning) as a way of reception of the Buddhist philosophy of education in the higher education system. The author considers the implementation of SEE Learning program – social-emotional-ethical learning at Emory University (Atlanta, Georgia). This program is the result of the university’s collaboration with Dalai Lama XVI and the Tibetan Exile Community. The author concludes that the change of value orientations and the decolonization of education are factors that influence the development of educational systems. Social-emotional-ethical learning can solve the problem of lack of ethical education at universities. The introduction of ethics education will enable higher education institutions to produce not only practically and theoretically competent professionals, but also individuals who are able to understand the consequences of their decisions.

Social, Emotional, and Ethical Learning: A Curriculum that Educates the Heart and Mind

2019 ◽  
Vol 14 (3) ◽  
pp. 217-221 ◽  
Author(s):  
Lynne Borden
Keyword(s):  
Youth Programs ◽  
Learning System ◽  
After School ◽  
Social Emotional ◽  
Social And Emotional ◽  
12Th Grade ◽  
Ethical Learning ◽  
Development Site ◽  
Innovative Learning ◽  
Heart And Mind

Given the growing interest in providing social and emotional learning opportunities within after-school and youth programs, identifying high-quality and innovative learning materials is critical. This review of the newly launched Social, Emotional, and Ethical Learning framework and curriculum, developed at Emory University, provides an overview of this curriculum and its potential use in after-school and youth programs. This comprehensive learning system includes curriculum for young people from kindergarten through 12th grade and an online professional development site for those who deliver the curriculum.

Main directions of updating and development of educating potential of tourism activities in educational organization

2016 ◽  
Vol 10 (1) ◽  
pp. 38-43
Author(s):  
Михаил Нечаев ◽  
Mikhail Nechaev
Keyword(s):  
Extracurricular Activities ◽  
Educational Organizations ◽  
Educational Organization ◽  
Modern Education ◽  
Implementation Model ◽  
Educational Capacity ◽  
Tourism Activity ◽  
Personal Qualities ◽  
The Individual ◽  
Further Development

The article is devoted to solving the problem of actualization, search, implementation and further development of the educational capacity of school tourism. Using the environmental approach to the organization of educational space of a school, the potential is defined as the aggregate of the environment cash, its resources and possibilities. The author, paying attention to the regent function of education in modern education, highlights the most significant directions of updating of educating potential tourist activity. These are methodical, psychological and pedagogical, organizational and managerial areas. Methodological direction is the methodical support of teachers, organizing school tourism, the design and implementation of the activities for updating and development of educating potential in the unity of curricular and extracurricular activities of students. Psycho-pedagogical direction focuses on the creation of the child-adult community, self-revelation and selfrealization potential of the individual as teacher and learner. Managerial direction is the development of professional and personal qualities of the teacher in the organization and implementation of tourist activity of pupils. The article presents a scheme of the implementation model of the above areas, which reflects the goals, objectives and their implementation. The article reveals the essence and summary of the main directions of development of educating potential of tourism activity in educational organizations. The presented materials will help in modeling the development of the educational system of school and will help to actualize educational function of tourism activity.

Individual differences, social attention, and the history of the social motivation hypotheses of autism

2019 ◽  
Vol 42 ◽  
Author(s):  
Peter C. Mundy
Keyword(s):  
Individual Differences ◽  
Early Development ◽  
Emotional Development ◽  
Social Motivation ◽  
Social Attention ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Precise Understanding ◽  
The Social ◽  
History Of

Abstract The stereotype of people with autism as unresponsive or uninterested in other people was prominent in the 1980s. However, this view of autism has steadily given way to recognition of important individual differences in the social-emotional development of affected people and a more precise understanding of the possible role social motivation has in their early development.

The parent-offspring microbiome and neurobehavioral development

2019 ◽  
Vol 42 ◽  
Author(s):  
Jeffrey R. Alberts ◽  
Christopher Harshaw ◽  
Gregory E. Demas ◽  
Cara L. Wellman ◽  
Ardythe L. Morrow
Keyword(s):  
Mammalian Species ◽  
Social Emotional ◽  
Behavioral Measures ◽  
Neurobehavioral Development ◽  
Emotional Function ◽  
Neurobehavioral Outcomes ◽  
Methodological Approaches ◽  
And Behavior

Abstract We identify the significance and typical requirements of developmental analyses of the microbiome-gut-brain (MGB) in parents, offspring, and parent-offspring relations, which have particular importance for neurobehavioral outcomes in mammalian species, including humans. We call for a focus on behavioral measures of social-emotional function. Methodological approaches to interpreting relations between the microbiota and behavior are discussed.

School-Based Speech-Language Pathologists' Perceived Self-Efficacy in Conducting Multidimensional Treatment With Children Who Stutter

2020 ◽  
Vol 51 (4) ◽  
pp. 1172-1186
Author(s):  
Carolina Beita-Ell ◽  
Michael P. Boyle
Keyword(s):  
Self Efficacy ◽  
Clinical Training ◽  
Online Survey ◽  
The United States ◽  
Comfort Level ◽  
Social Emotional ◽  
Speech Language Pathologists ◽  
Fluency Disorders ◽  
Cognitive Components ◽  
School Based

Purpose The purposes of this study were to examine the self-efficacy of school-based speech-language pathologists (SLPs) in conducting multidimensional treatment with children who stutter (CWS) and to identify correlates of self-efficacy in treating speech-related, social, emotional, and cognitive domains of stuttering. Method Three hundred twenty randomly selected school-based SLPs across the United States responded to an online survey that contained self-efficacy scales related to speech, social, emotional, and cognitive components of stuttering. These ratings were analyzed in relation to participants' beliefs about stuttering treatment and their comfort level in treating CWS, perceived success in therapy, and empathy levels, in addition to their academic and clinical training in fluency disorders as well as demographic information. Results Overall, SLPs reported moderate levels of self-efficacy on each self-efficacy scale and on a measure of total self-efficacy. Significant positive associations were observed between SLPs' self-efficacy perceptions and their comfort level in treating CWS, self-reported success in treatment, beliefs about the importance of multidimensional treatment, and self-reported empathy. There were some discrepancies between what SLPs believed was important to address in stuttering therapy and how they measured success in therapy. Conclusions Among school-based SLPs, self-efficacy for treating school-age CWS with a multidimensional approach appears stronger than previously reported; however, more progress in training and experience is needed for SLPs to feel highly self-efficacious in these areas. Continuing to improve clinician self-efficacy for stuttering treatment through improved academic training and increased clinical experiences should remain a high priority in order to enhance outcomes for CWS. Supplemental Material https://doi.org/10.23641/asha.12978194

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