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1.
This article focuses on conceptual and empirical issues related to the links between social and emotional learning (SEL) and inclusive education. SEL can be defined as the process of socialisation and education related to personal, interpersonal and problem‐solving skills and competencies. This process takes place in formal and informal settings and is influenced by a complex interplay of individual, situational and cultural factors. Beside a person‐centred focus, effective SEL interventions are provided within supportive learning environments and are directed at enhancing the social–emotional environmental factors that influence learning. Underlying theories and models related to SEL are reviewed, completed by empirical data stemming from prevention science, and developmental psychology. The role of SEL will be investigated with respect to children with emotional–behavioural difficulties and their social and cultural context. Finally, the multifaceted role of SEL and its preventive potential in inclusive school settings through modifications of input and content, teaching strategies and processes, as well as the improvement of learning environments are outlined.  相似文献   

2.
In this article we illustrate the roles of school psychologists, administrators, social workers, teachers, and parents in school reform by describing the adoption, initial implementation, and formative evaluation of an evidence-based social and emotional learning (SEL) program within several rural Midwestern school districts in a geographically large county. As part of a countywide initiative aimed at improving children's mental health services, an interdisciplinary team collaborated to select and implement a universal school-based curriculum addressing SEL objectives. Professionals in the county's special education cooperative lead the reform effort, general education teachers deliver the curriculum, and school psychologists and school social workers have served as trainers and consultants to educators and building administrators. An ecological model of organizational consultation informs these efforts. We illustrate this model by describing its application to the collaborative school-based initiative addressing SEL objectives. We also discuss implications for future consultation research, training, and practice.  相似文献   

3.
设计思维是当代学生应具备的适应社会发展需要的一种思维能力。如何培养学生的设计思维以及提升学生的设计能力,成为我国当前需要重点关注的重要教育问题。作为一种新的教育理念,STEAM教育在培养学生创新思维能力方面具有重要作用。首先,阐述了设计思维与STEAM教育的内涵,分析了设计思维对STEAM教育的指导作用;其次,在STEAM教育理念的基础上融入设计思维,构建符合创新教育要求的STEAM教学模式,融入设计思维的STEAM教学模式包含学习环境、课程目标、课程活动和课程评价;最后,依据该模式开发并实施了课程案例,分析了融入设计思维的STEAM课程对小学生知识学习与能力培养方面的作用。  相似文献   

4.
当前STEM教育已经成为国内外K-12教育领域的热点话题,它与我国幼儿园科学教育具有内在契合性,是变革我国幼儿园科学教育的重要参照。因此,我国幼儿园科学教育改革可以在四个方面寻求突破:一是以STEAM素养为参照确立科学教育目标体系,克服幼儿园过多关注科学知识掌握而忽略幼儿简单问题解决能力培养的问题;二是以STEAM教育主题项目为抓手组织教育内容、促进学科融合,从而培养幼儿核心素养;三是以STEAM问题探究为驱动,开展幼儿园科学教育活动,调动幼儿探究积极性;四是以STEAM教育生态为纽带开发和利用科学教育资源,促进优势资源积累和整合,提高科学学习品质。  相似文献   

5.
ABSTRACT

The arts animate learning because they are inherently experiential and because of their potential to develop creative and critical thinking skills in students. These same skills are valued in science, technology, engineering, and math (STEM) education, but the arts have not been consistently included in STEM lessons. We transformed our STEM programming into STEAM programming (STEM plus arts) by creating an innovative partnership between two informal learning environments, the Braithwaite Fine Arts Gallery and the Garth and Jerri Frehner Museum of Natural History at Southern Utah University. The partnership resulted in a STEAM learning program that integrated art and science for K-12 students. We incorporated an art exhibition, a hands-on lesson in art, and an immersive lesson in science that culminated in a student project that merged concepts from both art and science. Through programs each fall from 2012 through 2014, we helped over 6,000 students from southern Utah use concepts from art to deepen their understanding of caterpillar defenses, fish ecomorphology, and pollinator biology.  相似文献   

6.
In response to a desire to strengthen the economy, educational settings are emphasizing science, technology, engineering, and mathematics (STEM) curriculum and programs. Yet, because of the narrow approach to STEM, educational leaders continue to call for a more balanced approach to teaching and learning, which includes the arts, design, and humanities. This desire created space for science, technology, engineering, arts, and mathematics (STEAM) education, a transdisciplinary approach that focuses on problem-solving. STEAM-based curricula and STEAM-themed schools are appearing all over the globe. This growing national and global attention to STEAM provides an opportunity for teacher education to explore the ways in which teachers implement STEAM practices, examining the successes and challenges, and how teachers are beginning to make sense of this innovative teaching practice. The purpose of this paper is to examine the implementation of STEAM teaching practices in science and math middle school classrooms, in hopes to provide research-based evidence on this emerging topic to guide teacher educators.  相似文献   

7.
The inclusion of social and emotional learning (SEL) curricula in preschools may help prevent emotional and behavioral problems. This study evaluated the effects of a SEL curriculum, Strong Start Pre-K, on the social and emotional competence of 52 preschool students using a quasi-experimental, non-equivalent control group design. Teachers rated students’ emotional regulation, internalizing behaviors, and the quality of the student–teacher relationship. Results indicated a significant decrease of internalizing behaviors and more improvement in the student–teacher relationship in the treatment conditions. Results also supported the use of the optional booster lessons contained in the curriculum. Treatment integrity and social validity ratings of Strong Start Pre-K were high. Limitations and implications of this study are addressed.  相似文献   

8.
Interest in school-based strategies to support student social and emotional learning (SEL) is strong. Although SEL policies and programs designed to support the development of student competencies have advanced significantly, less work has been done to develop methods of assessing student social and emotional competence. This article briefly reviews developments in the field of social and emotional competence assessment and examines challenges and opportunities in their applied use, including (a) balancing the priorities of assessment developers and educators; (b) ensuring that the inferences and decisions made from SEL assessment scores are supported by evidence of the assessment’s psychometric merit; (c) establishing conditions for SEL assessment and data use that maximize benefit while mitigating risks; (d) coordinating standards, assessment, programs, and professional learning; and (e) balancing highly focused assessments that by design do not vary in content or format, and the varied cultural contexts in which they may be used.  相似文献   

9.
基于文献研究和实证调研,探析得出学生STEAM素养的内涵、意义与表现形式。其内涵是整合科学、技术、工程、人文艺术和数学领域的知识与技能、过程与方法、情感态度与价值观,围绕指向个体、社会和生活世界的实践认知、人际交互和综合影响活动展开,学生在心理认知、情境学习、实践探究、社会交往、理性决策、创意展示和影响评估七方面素养的总和。其意义在于培养具有STEAM素养的综合型人才,提升教师对STEAM素养的认知和重视STEAM素养的培育过程,引导学生自主学习与合作探究。其表现形式分为实践认知、人际交互、综合影响三个层面。  相似文献   

10.
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11.
This study investigates the process of identifying high-quality lessons for gifted learners that integrate the arts with science, technology, engineering, and mathematics (STEM) fields. These STEAM lessons have the potential to develop deep thinking, as well as develop creativity and visual–spatial skills that are necessary in the STEM disciplines. Lessons were solicited from teachers through their involvement in national organizations, and 61 lessons were analyzed and reviewed by experts in the arts and STEM fields, as well as master teachers. High-quality lessons provided deep content knowledge in both STEM and arts fields, connections across content areas, specific criteria for assessment, and collaborations between teachers and between students. The findings from this study will be used to further define the evaluation process for STEAM lessons designed for gifted learners and to develop professional development opportunities for teachers of the gifted.  相似文献   

12.
High school students’ prevalence as food‐service industry employees and their lack of food safety knowledge make them prime candidates for food safety education. The researchers developed a food‐safety‐focused curriculum for high school students aligned with Indiana Academic Standards for Agriculture, Advanced Life Science: Food. The curriculum was designed to provide students with fundamental food safety concepts through experiential learning and incorporation of science, technology, engineering, agriculture, and mathematics (STEAM) activities in the context of different careers related to agriculture, especially in food science. This study uses the Delphi technique to evaluate the food safety curriculum, including the identification of barriers to incorporating the curriculum into classrooms. The Delphi technique uses an expert panel to generate consensus related to a topic. A panel of experts in the field of education evaluated the curriculum through three rounds of surveys containing questions related to six curriculum assessment topics. Experts rated the degree to which they agreed with statements about the curriculum using a 5‐point Likert scale and multiple‐choice questions. At the conclusion of the study, the cost to purchase materials for cooking labs was the only identified barrier to curriculum incorporation (62.5%). Experts agreed that the curriculum addressed academic standards (100%), was engaging for students (100.0%), was easy for teachers to use (89.5%), and successfully incorporated STEAM (100.0%), experiential learning (89.5%), and career‐education (78.9%). This study highlights the feasibility of providing food safety education to high school students in less traditional disciplines while promoting career development through the incorporation of experiential learning, STEAM, and career‐education components.  相似文献   

13.
Around the globe, dialogs about educational reform and the integration of social and emotional learning (SEL) into policy and curriculum are proliferating. SEL is now a worldwide phenomenon and not just a passing fad, with SEL approaches and programs being implemented in countries throughout the world. Articles included in this special issue are authored by several of the SEL pioneers whose papers represent the current and emerging innovations in the field central to advancing SEL research. I offer 3 observations raised collectively in these articles: (a) social and emotional competencies predict children’s success in school and in life, (b) social and emotional competencies are malleable—they can be taught and assessed, and (c) explicit attention to context is foundational to the promotion of SEL. I also provide some additional suggestions for advancing SEL work, including (a) understanding and promoting teacher well-being, and (b) integrating SEL into teacher preparation.  相似文献   

14.
Social and emotional learning (SEL) is the process of integrating cognition, emotion, and behavior in our lives. In school settings, it involves systemic practices to incorporate SEL into leading, teaching, learning such that adults and children build self- and social awareness, learn to manage their own and other’s emotions and behavior, make responsible decisions, and build positive relationships. Here, we describe RULER, a systemic evidence-based approach to SEL, including its Theory of Change, and key theories that are foundational to the approach. RULER’s implementation model also is described, which involves training for school leaders, educators, and staff; integrating SEL into the curriculum across grade levels; infusing SEL into schoolwide practices and policies; and engaging families and the broader community. RULER’s current and expected outcomes for children and adults are reviewed, including both proximal (e.g., more developed emotion skills and enhanced classroom climate) and distal (e.g., reduced teacher stress and burnout and greater academic performance) outcomes. RULER’s future directions also are discussed.  相似文献   

15.
A significant contention underpinning the commentary around STEM / STEAM is the evidence of discipline hierarchies, and inherent binary perspectives and/or biases that lend themselves to privileging one or more disciplines over another in an interdisciplinary education context. The current focus on increasing engagement with STEM in Australian schools provides opportunities to explore how the creative and liberal arts, and arts‐based approaches to teaching and learning are being adopted to significantly enhance teaching and learning outcomes in and for STEM education. This article examines how design for a STEAM education programme evolves and is adopted in an Australian context. Tasmania represents one of the most vibrant creative communities in Australia. At the same time it has one of the lowest levels of educational attainment. Entrenched teaching habits and disciplinary hierarchies often create significant barriers to the implementation of STEAM despite genuine goodwill and enthusiasm for STEAM among teachers and within schools. This article argues that, despite the contrasting dynamics extant in the Tasmanian educational context, it is here that some of the nation’s most curious and exciting examples of STEAM teaching and learning have emerged. It offers an example of an innovative learning project and proposes the means by which these disciplinary strands have been effectively entwined.  相似文献   

16.
To enable high school students, especially those interested in art and design-related careers, to improve their ability to integrate knowledge of science, technology, engineering, and mathematics (STEM) in their creative design practices and to be familiar with auto manufacturing, the development of a bridging curriculum, known as STEAM (science, technology, engineering, arts, and mathematics) using digital tools such as 3D printers, has been increasingly recognized as emergent and vital. As a bridging curriculum, it is essential to examine the curriculum with respect to high school and college students to highlight the differences in their knowledge and skills for improving curriculum development. Hence, we conducted a teaching experiment using a CO2-car engineering design curriculum in this study to analyze the learning outcomes of four groups of students (three 3D-printing groups: 108 high school students, 12 design college students, and 12 engineering college students; one handmade group: 36 high school students) to assess their competencies. The results of the present study highlight significant differences in creativity, forecast accuracy, race outcomes, and learning outcomes. Suggestions based on the results were generated to improve the curriculum. The findings in this study serve as a reference for the future design, development, and implementation of STEAM curricula.  相似文献   

17.
The effectiveness of universal social emotional learning (SEL) programs are dependent on the incorporation of best practice principles, including an evaluative component. In the present study, the effects of a best practice, teacher-led SEL program was examined with 854 children aged 8–12 years. KooLKIDS uses an interactive multimedia format and animated character to help children develop their emotion regulation capacities, social and friendship skills, empathy and compassion for others, and self-esteem. A quasi-experimental waitlist-control design was used to examine the impact of KooLKIDS on social and emotional competence, behavioral and emotional problems, academic achievement and effort. Hierarchical linear modeling demonstrated significant increases in social and emotional competence, and reductions in internalizing and externalizing problems in children post KooLKIDS program in the intervention group. The findings suggest that KooLKIDS has strong potential as a teacher-led, classroom-based, structured program for enhancing children's social and emotional learning.  相似文献   

18.
Recent catastrophic school shootings have drawn worldwide attention to issues of gun control and mental health. In the wake of these tragedies, more and more schools have begun to adopt school‐wide social and emotional learning (SEL) programs. However, we have few examples of what it looks like to integrate SEL skills into content curricula. What's more, teachers and support professionals are ill‐equipped to engage in the collaborative work necessary to effectively integrate the teaching of SEL into academic content. The collaboration described herein highlights an interdisciplinary collaboration among university faculty and graduate students from school psychology and English education to collaboratively design and evaluate standards‐based secondary English curricula that foreground SEL and themes of care.  相似文献   

19.
The arts are recognised for their potential to humanise and enrich educational experience, but hold a lowly position in the hierarchy of school subject-based curricula. This limits the time, and thus the influence, they can have. Whilst schools welcome the idea of a curriculum rich with both arts and science subjects, resistance to realising this is often advanced in terms of the proportion of curriculum time required for different subjects. Arguments for STEAM education, whilst apparently challenging this and valuing the potential of the arts, have reinforced its servant role. Drawing on research into a particular project, where the perspectives of the arts and sciences inform and enrich how the other is experienced and understood, we reframe this problem. Firstly, drawing on Massey’s conception of space-time, we argue that one can conceive of more than one subject occupying the same curricular space on a school timetable. Secondly, informed by Geertz, we consider what the culture of the arts and the sciences offers, suggesting that this appears to reflect what teachers have valued. We argue that foregrounding the culture of school subjects, and particularly the culture of the arts, as part of a multicultural frame can facilitate rich and engaging educational experiences. Rather than being positioned as competing for time or status in the curriculum, a focus on culture emphasises how the co-existence and interplay of multiple subjects broadens, develops and thus enriches children’s educational experience. It also enables a different conception of, and thus role for, the arts in schooling.  相似文献   

20.
This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement. School teaching staff successfully conducted SEL programs. The use of 4 recommended practices for developing skills and the presence of implementation problems moderated program outcomes. The findings add to the growing empirical evidence regarding the positive impact of SEL programs. Policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice.  相似文献   

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