Social Emotional Learning: A Framework for Practice and Pedagogy

Davis, Kimberly J.; Christian, David D.; Hammett, Richard; Low, Gary; Seagraves-Robinson, Tanya

doi:10.12781/978-1-907549-49-6-17

Cited by 3 publications

(2 citation statements)

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“…Empirical evidence confirms that the implementation of SEL programs allows: (1) students' greater attitudinal adjustment and higher ability to effectively manage their difficulties; (2) increased academic achievement; (3) a reduction of emotional and behavioral problems and psychological distress; and (4) the promotion of more positive school environments, with a lower prevalence of bullying behaviors [4][5][6][7][8]. In particular, the promotion of socioemotional development, specifically the stimulation of skills related to self-control, empathy, and problem solving are associated with higher levels of motivation and school involvement, therefore enhancing academic success and preventing students from dropping out of school [9][10][11][12]. Furthermore, the lack of stimulation of socioemotional skills contributes negatively to the academic success of students: students who express gaps in their socioemotional development tend to reveal low school involvement and achievement, higher dropout rates [10], and greater difficulties in behavioral adjustment [13,14].…”

Section: Introductionmentioning

confidence: 99%

Socioemotional Skills Program with a Group of Socioeconomically Disadvantaged Young Adolescents: Impacts on Self-Concept and Emotional and Behavioral Problems

et al. 2022

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There is significant evidence that emphasizes the importance of social and emotional learning in schools for students’ positive development and adjustment. The main goal of the present study was to evaluate the effectiveness of a socioemotional skills promotion program, implemented with a group of socioculturally vulnerable young adolescents. Data were collected in the 2020–2021 school year from all students from 6th grade (n = 50, from four classes) in a high-risk school in Portugal (56% females). Two classes served as the comparison group. Participants responded to self-concept and emotional and behavioral problems measures at two moments (pre- and post-intervention). Results indicated a significant impact on self-concept, namely an increase in behavioral adjustment, happiness, and satisfaction and a decrease in anxiety in the intervention group compared with the comparison group. These findings support intervention efficacy. Educational implications are discussed.

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Section: Introductionmentioning

confidence: 99%

Socioemotional Skills Program with a Group of Socioeconomically Disadvantaged Young Adolescents: Impacts on Self-Concept and Emotional and Behavioral Problems

et al. 2022

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“…Accordingly, teachers need to learn and use strategies that will support children's social-emotional skills in class. Studies regarding SEL show the importance of developing teachers' socio-emotional competence and teacher training on SEL (Davis et al, 2021;Schonert-Reichl, 2017;Tran & Nguyen, 2021). These studies consider teachers' needs for a socio-emotional learning curriculum and elaborate on the idea that SEL should be involved in preservice teacher training.…”

Section: Introductionmentioning

confidence: 99%

The Effect of the Socio-Emotional Learning for Professional Development (SEL-PD) Program on Turkish Preservice Teachers’ Knowledge and Practices

ÜLKER,

İLHAN İYİ,

ESEN ÇOBAN

2023

E-Kafkas Eğitim Araştırmaları Dergisi

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The use of socio-emotional learning skills in the classroom is one of the most important teacher competencies. Therefore this study aimed to examine the change in early childhood pre-service teachers’ professional perceptions, knowledge and skills throughout the Socio-Emotional Learning for Professional Development Program which was developed to provide support for pre-service teachers. The sample of this qualitative study consisted from 25 early childhood pre-service teachers whom selected through criterion based purposeful sampling. They met the criterion of completing the School Experience Course and having ongoing teaching practice at a kindergarten with 3-6 year old children. Data collected through Demographic Information Form and Structured Interview Form. Structured interview form include questions regarding participants’ perceptions on teachers’ professional development, emotion socialization responses, their interaction with children and the program outputs on their professional development. The findings showed that pre-service teachers’ perceptions and practices towards professional development and socio-emotional learning have been changed positively after the program implementation. Besides, their emotional awareness and emotion socialization skills have been improved. It is revealed that this changes also improved their classroom practices that they displayed more social emotional learning skills and less negative emotion socialization behaviors during their classroom practices. Findings were asserted concerning the importance of pre-service teacher training in terms of acquiring socio-emotional learning.

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Investigating features that play a role in predicting gifted student engagement using machine learning: Video log and self-report data

Öztüre Yavuz,

Akçapınar,

Çıralı Sarıca

et al. 2024

Educ Inf Technol

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Social Emotional Learning: A Framework for Practice and Pedagogy

Abstract: This second article of a three-part series describes a methodology framework for educator preparation programs and professional development promoting embedded SEL/TEI in practice and pedagogy.

Cited by 3 publications

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Socioemotional Skills Program with a Group of Socioeconomically Disadvantaged Young Adolescents: Impacts on Self-Concept and Emotional and Behavioral Problems

Socioemotional Skills Program with a Group of Socioeconomically Disadvantaged Young Adolescents: Impacts on Self-Concept and Emotional and Behavioral Problems

The Effect of the Socio-Emotional Learning for Professional Development (SEL-PD) Program on Turkish Preservice Teachers’ Knowledge and Practices

Investigating features that play a role in predicting gifted student engagement using machine learning: Video log and self-report data

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