Early Secondary High School—A Mindfield® for Social and Emotional Learning

Carroll, Annemaree; Bower, Julie; Ashman, A. F.; Lynn, Sasha

doi:10.1007/978-981-10-3394-0_18

Cited by 4 publications

(5 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…SEL studies must be conducted in a variety of school contexts and need to be planned, delivered and evaluated by those directly involved and invested – the teachers and students. Given the calls for observing and measuring the quality of SEL, initiatives over a more sustained period of time in real world settings (Carroll et al , 2017; Doikou-Avlidou and Dadatsi, 2013; Merrell, 2010) that can follow up students are warranted. Much of our understanding of SEL outcomes relies heavily on its impact on students’ social learning and from meta-analyses and quantitative research.…”

Section: Discussionmentioning

confidence: 99%

“…There is a need to scrutinize and assess SEL programs, ensuring they are developmentally appropriate for the students they serve (Coelho and Sousa, 2017; Oberle et al , 2014), while also valuing and reflecting the local culture and context where they are delivered (Elias and Leverett, 2011). Studies focusing on evaluating the effectiveness of SEL programs under real-world conditions, so as to enhance their translational value in the natural classroom setting remains a challenge (Carroll et al , 2017; Merrell and Gueldner, 2012). When teachers lack the climate and resources to promote SEL, children show lower levels of on-task behavior and performance (Humphries et al , 2018).…”

Section: Introductionmentioning

confidence: 99%

“…While the case for SEL is strong, how it is implemented and accomplished remains far from clear (Carroll et al , 2017). Wigelsworth et al (2016) argued rather than questioning “does SEL work?” we should instead question “how does SEL work (or, why does it fail?…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Teachers’ perspectives of social and emotional learning in Aotearoa New Zealand primary schools

Dyson

Howley

Shen

2019

JRIT

View full text Add to dashboard Cite

Purpose The purpose of this paper is to study teachers’ perspectives of social and emotional learning (SEL) in Aotearoa New Zealand (NZ) primary schools. Design/methodology/approach This research was a case study design investigating the phenomenon of SEL in primary schools (elementary school level) in Aotearoa NZ (Stake, 2005). Findings The SEL themes that were drawn from the data were: positive interdependence, empowerment, self-management, self-awareness restorative conversations and circle time. Research limitations/implications The research challenges the field to work with teachers and community workers to create more in-depth qualitative research knowledge that is contextually relevant to SEL for researchers, educational policymakers and our children. Originality/value Based in Aotearoa NZ primary schools, this qualitative research provides a unique perspective of SEL from school-based practicing teachers.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Teachers’ perspectives of social and emotional learning in Aotearoa New Zealand primary schools

Dyson

Howley

Shen

2019

JRIT

View full text Add to dashboard Cite

show abstract

“…Just as recognizing what works in establishing and implementing SEL pedagogies in specific contexts, so too must such work be juxtaposed with an appreciation of what impedes it. Doing so openly and honestly under real-world conditions such as those the educators in Clonkeen faced every day can help better understand and enhance their translational value into and beyond the natural classroom setting (Carroll, Bower, Ashman, & Lynn 2017;Merrell & Gueldner, 2012). Wigelsworth et al (2016) who argue that rather than questioning "does SEL work?"…”

Section: Discussionmentioning

confidence: 99%

Educators Experiences of Establishing Social and Emotional Learning Pedagogies in an Elementary School With At-Risk Students

Dyson¹,

Howley²,

Shen³

et al. 2021

iejee

View full text Add to dashboard Cite

There exists a need to explore educators' initial experiences of working to establish Social and Emotional (SEL) pedagogies like Restorative Practices (RP) at elementary school level to help avoid slippage in implementation and inform and sustain long term positive change within school communities. Adopting a social ecological perspective, the purpose of this qualitative study was to explore educators' experiences of establishing SEL pedagogies in an elementary school with at-risk students. Utilizing interviews, focus group, and researcher field notes, 14 educators were asked to reflect on their understandings and ongoing experiences of SEL continued professional development and implementation of restorative practices. Applying inductive and deductive analysis, three themes emerged: Establishing the Significance of SEL through CPD; Putting SEL into Practice; and Realities of Establishing SEL. The insights of educators highlight where gaps existed and further support was required in order to incorporate the wider community and the fundamental role and influence of family in development of their students. Compared with the quantitative methodologies that have dominated SEL literature, qualitative methods help elicit the nuanced contextual opportunities and challenges educators experience when it comes to understanding and practically implementing SEL pedagogies holistically.

show abstract

“…Finally, there have been consistent calls in general education for observing and assessing the quality of SEL initiatives using a multi-year approach (Carroll et al, 2017; Doikou-Avlidou and Dadatsi, 2013; Merrell, 2010). Bessa et al (2019) acknowledged that most of the SE studies reviewed were not implemented for 20 lessons, as typically recommended by proponents of SE.…”

Section: Discussionmentioning

confidence: 99%

A scoping review critically examining research connecting social and emotional learning with three model-based practices in physical education: Have we been doing this all along?

Dyson

Howley

Wright

2020

European Physical Education Review

View full text Add to dashboard Cite

The purpose of this scoping review is to critically examine previous research that connects three selected model-based practices (MBPs) to social and emotional learning (SEL) outcomes in K-12 physical education (PE) settings to inform a future research agenda for the field. A methodological framework involving the processes of inductive analysis and constant comparison was followed. Sixty-three studies (teaching personal and social responsibility = 26; cooperative learning = 24; and outdoor and/or adventure education = 13) across 14 countries adopting qualitative (26), quantitative (23), and mixed methods (14) in elementary (17), middle (27), and high school (19) settings presented evidence connecting these three MBPs explicitly, but more often implicitly, with SEL outcomes. While it is possible to say SEL skills and outcomes were observed, it would be more appropriate to suggest that there is evidence of only some key skills and elements of SEL outcomes occurring. Similar to general education, we do not know as much about if and how these three MBPs deliver such outcomes comprehensively. The educational and political rhetoric surrounding SEL is not matched by a body of empirical research that dedicates itself solely to investigating SEL in PE using a contemporary theory, framework, and assessment. Aligning future research involving these three MBPs and other pedagogical approaches with a suitable framework and theory involving teachers and students can advance future research on SEL in PE and is necessary in order to develop a common language and understanding within the field.

show abstract

Early Secondary High School—A Mindfield® for Social and Emotional Learning

Cited by 4 publications

References 26 publications

Teachers’ perspectives of social and emotional learning in Aotearoa New Zealand primary schools

Teachers’ perspectives of social and emotional learning in Aotearoa New Zealand primary schools

Educators Experiences of Establishing Social and Emotional Learning Pedagogies in an Elementary School With At-Risk Students

A scoping review critically examining research connecting social and emotional learning with three model-based practices in physical education: Have we been doing this all along?

Contact Info

Product

Resources

About