Fictive Kinship Networks in Postsecondary Education

To discuss the disparity of education among minorities in this country, the understanding of the problem is essential. Education equality for people of color is based on their socioeconomic status and ethnic backgrounds. The lack of knowledge and appreciation of Black culture is a practice of disengagement that prohibits the connection between instructor and student. Utilizing Tinto's Model of Attrition and the Self-Determination and Resilience Theories, the chapter will explore the history of fictive kinship models, their impact on minority persistence in higher education and provide recommendations for the creation of networks on predominantly white institutions.

A Co-Teaching Insight on SEL Curriculum Development and Implementation

Cano and Smurr became co-teachers and developed a social emotional learning (SEL) supplementary curriculum to use along their mandated English Language Arts curricula in their seventh and eighth grade classes. Through a process of research and development, their primary purpose was to identify the effectiveness of social emotional learning curriculum. This chapter will expand on the implementation and the impact of SEL curriculum created by Cano and Smurr; this curriculum was developed and implemented throughout the 2018-2019 school year and demonstrated student responsiveness towards learning and personal well-being. The SEL curriculum is strongly based off CASEL (Collaborative for Academic, Social, and Emotional Learning) standards: self-efficacy, growth mindset, self-management, social awareness, and self-awareness. The assignments impacted student learning in multiple areas such as an avenue of advocacy for learning needs, normalized stigmatized topics in the classroom, and assistance in student self-reflection and metacognition skills.

The Perfect Storm of Challenging Students

This chapter explores 15 strategies being employed at various public military charter schools across the United States to support the socio-emotional learning and education of the whole learner. These research-based strategies are intended to overcome and vanquish the adverse childhood experiences (identified in a Kaiser health study), various forms of trauma, and typical “at risk” factors so common amongst families who tend to choose public military academies in the hopes these schools will “fix” the many challenges their children face. Through a careful examination of each strategy (including its research basis and benefits and challenges), the author provides a glimpse into a possible formula other public and private schools might consider employing to meet the socio-emotional and educational needs of students impacted by a cacophony of life's challenges.

Environmental Trauma

The increase in prevalence of students impacted by environmental trauma is evident in classrooms all across the country. Nearly half of all U.S. children have been exposed to at least one traumatic event and more than 1 in 5 have been exposed to several. This environment often causes students to have extensive learning, social, and behavioral challenges. They fall behind academically, fail to develop healthy relationships with peers, or create problems with teachers and principals because they are unable to trust adults. In addition, these students often find solace in food, alcohol, drugs, sex, and other high-risk behaviors. Specifically, this chapter will help school professionals 1) define and explore the impact of trauma on the developing brain's ability to learn, 2) become aware of the prevalence of trauma exposure in today's classrooms, 3) describe how to implement trauma sensitive best practices in schools and classrooms, and 4) incorporate educator self-care and wellness practices within a trauma sensitive environment.

Multicultural Literature as Critical Literature

In traditional classroom literature, students of color are often left out prompting division, isolation, and discrimination among racial and ethnic groups. The purpose of this literature analysis is to argue the need for multicultural literature to develop identity and social capital for students of color. The literature analysis allows for research from multiple scholars to be used to argue for a particular action in education. The results suggest that an inclusion of multicultural literature demonstrates an increase in engagement, academic achievement, community engagement, and purpose. The need for multicultural literature has been discussed in academia for several decades; however, the implementation and incorporation has yet to manifest fully across educational programs, with stakeholders, or across districts. This review serves to illuminate both the necessity and strategies for multicultural literature.

Preparing Teachers for SEL Implementation

Social and emotional learning research tends to focus on results for K12 students but requires major shifts in mindsets for teachers. Lustick et al. found that teachers who run community circles must negotiate complex questions around their own boundaries and exert a significant amount and novel kind of emotional labor. Sustainable implementation means recognizing, honoring, and supporting this labor; it represents a significant shift compared to traditional notions of teacher professionalism. A literature review uncovered 16 SEL interventions and compared them on the basis of teachers' role. The chapter asked: How are teachers recognized in the literature in terms of design and treatment of integrity? How is the unique labor of SEL—beyond formal instruction—recognized in the literature and in teachers' practice? The authors draw on existing research and interviews with six teachers across elementary, middle, and high school grade levels in one urban district in the US South that was implementing a districtwide SEL program.

Holistic Education

This chapter explores the theories and histories of the holistic educational paradigm. Beginning with a description of the theoretical structures that underpin the holistic educational viewpoint, it lays the groundwork to understand how pedagogies as diverse as Waldorf, Montessori, Democratic Free Schooling, and homeschooling are connected by a common set of paradigmatic assumptions. Following brief summaries of the origins of these traditions, key aspects of practice and highlights from research carried out in each pedagogy are discussed. Concluding remarks draw connections between the fundamental convictions that gave rise to these pedagogies and the needs of educators in diverse contexts today.

Academic, Emotional, and Social Growth in the Second Language Classroom

This study sought to understand the relationships between socioemotional learning (SEL), second language learning, and digital literacies, and specifically addresses multimodal instruction and composition. Twenty-two students in an intermediate high school French classroom were asked to read an authentic francophone novel and take on one character's persona by creating an Instagram post that reflected that character's viewpoint. Students shared their posts with the class, discussed connections to the novel, and reflected on their composition process. Three data sources were iteratively coded using inductive and deductive methods. The Four Resources Model was adapted for this activity and framed the analysis. Students showed evidence of humor and empathy which led to decreased language anxiety and improved socioemotional learning. The use of an authentic text and the integration of commonly used, real-world social media tools encouraged SEL and helped lower language anxiety. Recommendations and implications for instruction are discussed.

Balancing Literacies

This chapter outlines an approach to whole learner education in an elementary school literacy classroom by building upon the work of scholars in Disability Studies in Education (DSE) and Culturally Sustaining Pedagogy (CSP). It begins by introducing the connections between whole learner education, DSE, Universal Design for Learning (UDL), and CSP, demonstrating how these theoretical frameworks overlap and how they can be used in tandem to enhance the work already done in each field. After providing this theoretical background, the chapter outlines the components of a balanced literacy block in a third grade classroom, demonstrating how elementary school educators can work to meet the individual learning needs of developing readers in the various areas of balanced literacy (i.e., phonemic awareness, phonics, fluency, vocabulary, and comprehension), while also attending to student identities and making instruction accessible to students with learning variations.

Influence of Reading Habit on Student Academic Performance in a Senior Second School in Ibadan

Secondary school as a gateway for the development of other sectors of the educational system provides primary school leavers with the opportunity for qualitative education, the platform for skills and knowledge for vocational work, or higher institutions admission. In Nigeria, public discussions frequently focus on educational standards. This study aims to examine the influence of students' reading habits on students' academic performance. A descriptive survey design was adopted. The schools in Ibadan North LGA were randomly selected, making a total of five schools. Each of the participants was randomly selected, totaling 300 students. There was a significant positive relationship between student reading habits and student academic performance (r = 0.84). At F=1.31, there is no significant difference in the reading habit of male and female students. Reading habit enhances the academic performance of students. Therefore, students should be encouraged to inculcate in them the reading habit by providing enabling environment and infrastructures that will stimulate students to read.