共查询到20条相似文献，搜索用时 15 毫秒
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Eva Oberle Celene E. Domitrovich Duncan C. Meyers Roger P. Weissberg 《Cambridge Journal of Education》2016,46(3):277-297
AbstractSocial and emotional learning (SEL) is a fundamental part of education. Incorporating high-quality SEL programming into day-to-day classroom and school practices has emerged as a main goal for many practitioners over the past decade. The present article overviews the current state of SEL research and practice, with a particular focus on the United States. The need for a model of SEL that goes beyond the classroom is illustrated, and a systemic approach to implementing SEL school-wide is introduced. It is argued that school-wide SEL maximises the benefits of SEL programming by becoming the organising framework for fostering students’ potential as scholars, community members, and citizens. Further, a Theory of Action (ToA) developed by the Collaborative for Academic, Social, and Emotional Learning (CASEL) is presented that serves as a blueprint for implementing systemic SEL in schools. Potential challenges and barriers involved in moving toward school-wide SEL implementation are considered and discussed. 相似文献
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《Journal of research on educational effectiveness》2013,6(3):550-577
AbstractSocial-emotional learning (SEL) is gaining prominence in education practice and policy. Research shows that SEL can be improved by short-term, targeted interventions and longer-term strategies to improve school contextual factors. However, little is known about how much of the variance in SEL constructs is stable over time versus specific to a given time/context. The present study examines the stability of academic achievement relative to four SEL domains (growth mindset, self-efficacy, social awareness, and self-management). While the rank ordering of math and reading skills are highly stable over time, the four SEL domains seem to be more strongly influenced by contextual factors. Implications for school accountability systems and intervention approaches are discussed. 相似文献
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Peter Wood 《Pastoral Care in Education》2018,36(3):253-265
ABSTRACTThe need for improved well-being of children in Britain has been highlighted in a raft of reports both nationally and internationally. In this paper, I aim to explore some of the practicalities experienced by schools that, in response, have implemented social and emotional learning (SEL) interventions as a means to improve child well-being. I make the case that the discourses of emotions inherent within such schemes, and the various supranational publications, are susceptible to exploitation and manifestation. The study employed a mixed methodological approach, utilising a combination of quantitative and qualitative strategies with primary school staff members including head teachers, teachers, teaching assistants, welfare staff, other support staff, etc. Three phases of study – questionnaires, focus groups and individual interviews – were administered as a means of creating an insight into the interpretation and use of SEL in these settings. The findings demonstrate a propensity for staff to conflate social and emotional aspects of self with more moralistic constructs of identity, revealing how SEL schemes have the potential to act as tools of cultural imperialism by marginalising and/or endorsing certain values, norms and behaviours. After maintaining that such realisations of these schemes may impede rather than improve the lived experiences of children, that are fundamental to their social and emotional well-being and mental health, I make the case for alternative approaches to SEL in schools. 相似文献
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Charles E. Bidwell 《教育政策杂志》2013,28(5):193-199
The essays in this volume mark a watershed in the study of urban public education in the United States. By virtue of their intellectual breadth and substantive concern for the welfare of city schools and students, these papers forecast an integration of political and organizational analysis of education in the big cities ‐connecting the structures and processes of policy‐making with the structures and processes that comprise the everyday lives of school administrators, teachers and students. These essays derive their theoretical and practical import from their ultimate focus on how city schools work and on the experiences that their students have in schools and classrooms. This focus on consequences for schooling as it is experienced in the city school marks a significant departure for students of urban school politics and policy in the US. 相似文献
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ABSTRACT Over the past three decades, urban sociologists have shed light on the intensifying social inequality between the wealthiest and poorest neighborhoods in global cities; yet limited research has been done to illuminate the relationships between urban polarization and school choice (i.e., where parents choose schools for their children). This study sociospatially examines the patterns of secondary school choice in the global city of Toronto to illuminate the relationship between urban polarization and school choice. In doing so, this study combines Pierre Bourdieu’s sociospatial theory with a geographic information systems (GIS) approach. Overall, we found that popular schools and schools with specialized choice programs tend to be located in high-status neighborhoods, defined as neighborhoods with residents in the top 20% of family income, home prices, education attainment, and representation from the dominant culture. We also show that mobile students who choose popular schools or highly sought-after specialized programs tend to come from advantaged neighborhoods. Meanwhile, local students who choose a regular school in their neighborhood tend to come from low-status neighborhoods. With a new interdisciplinary approach, this study contributes to a more spatialized understanding of how social inequality and polarization account for school choice. 相似文献
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Sezen Bayhan 《Critical Studies in Education》2017,58(3):356-372
ABSTRACTIn Turkey, the social and economic changes of the past couple of decades have facilitated a neoliberal reconstruction of the city and a concomitant reorganisation of its educational spaces. The interaction between the urban space economy and school spaces has been documented by various studies, most of which point to the interplay between education policies and the racialised restructuring of urban spaces. In Turkey, this process has been particularly convoluted, perhaps more so than anywhere else. With reference to a particular school relocation/closing case, this article examines how school relocations induced by urban transformation have interacted with the desecularisation of the education system in Turkey. By drawing on the responses of a specific neighbourhood to the relocation of their school, I argue that school relocations are inextricably linked to the material and symbolic reorganisation of neighbourhoods and lead to the destabilisation of secular middle class neighbourhoods and their schools. And by showing how neoliberalisation interacts with inherited regulatory systems, through this research article I aim to contribute to the existing literature on the interaction between education policy and urban space. 相似文献
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AbstractDrawing on data from a project exploring children's and adults’ friendships across social class and ethnic difference, this paper focuses on the enactment of national and institutional policy around children’s friendships as realized in three primary schools in diverse urban areas in London. Through a focus on the way in which social and emotional learning (SEL) and teachers’ understandings of children’s friendships seek to govern children’s friendship behaviours, we turn to Foucault’s work to explore how power shapes relations between policy frameworks and teachers’ practices, and between those who teach and those who are taught. We discuss the disciplinary potential of SEL and teachers’ ‘common sense’ understandings of children’s friendships, but conclude by noting possibilities for teachers to create spaces in which all children can safely explore the nature of friendships. 相似文献
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Helen Baker-Henningham Julie Meeks-Gardner Susan Chang Susan Walker 《Child abuse & neglect》2009,33(5):296-306
ObjectiveThe aim of this study was to examine the relationship between children's experiences of three different types of violence and academic achievement among primary school children in Kingston, Jamaica.MethodsA cross-sectional study of 1300 children in grade 5 [mean (S.D.) age: 11 (0.5) years] from 29 government primary schools in urban areas of Kingston and St. Andrew, Jamaica, was conducted. Academic achievement (mathematics, reading, and spelling) was assessed using the Wide Range Achievement Test. Children's experiences of three types of violence – exposure to aggression among peers at school, physical punishment at school, and exposure to community violence – were assessed by self-report using an interviewer administered questionnaire.ResultsFifty-eight percent of the children experienced moderate or high levels of all three types of violence. Boys had poorer academic achievement and experienced higher levels of aggression among peers and physical punishment at school than girls. Children's experiences of the three types of violence were independently associated with all three indices of academic achievement. There was a dose–response relationship between children's experiences of violence and academic achievement with children experiencing higher levels of violence having the poorest academic achievement and children experiencing moderate levels having poorer achievement than those experiencing little or none.ConclusionsExposure to three different types of violence was independently associated with poor school achievement among children attending government, urban schools in Jamaica. Programs are needed in schools to reduce the levels of aggression among students and the use of physical punishment by teachers and to provide support for children exposed to community violence.Practice implicationsChildren in Jamaica and the wider Caribbean experience significant amounts of violence in their homes, communities, and schools. In this study, we demonstrate a dose–response relationship between primary school children's experiences of three different types of violence and their academic achievement. The study points to the need for validated violence prevention programs to be introduced in Jamaican primary schools. Such programs need to train teachers in appropriate classroom management and discipline strategies and to promote children's social and emotional competence and prevent aggression. 相似文献
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Areej Ali Alsalamah 《Learning disabilities research & practice》2023,38(3):209-223
This study was designed to determine how special education teachers (SETs) in Saudi Arabia perceive their self-efficacy in implementing social–emotional learning (SEL) practices to support students with learning disabilities (LD). The data were collected by surveying 109 SETs of students with LD who teach at elementary and middle schools in Riyadh. The findings demonstrate that SETs had low to moderate self-efficacy in putting SEL into practice, and the participants highlighted the importance of receiving support that can enhance their self-efficacy in SEL. Moreover, the study's findings show some statistically significant variations in the responses of the teachers, as those who attended more professional development programs reported higher levels of self-efficacy. Additionally, middle school teachers and teachers with fewer years of experience showed a higher need for receiving support to enhance their implementation of SEL. Recommendations for future studies and practices are provided. 相似文献
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Jessica DeMink-Carthew Steven Netcoh Katy Farber 《The Journal of educational research》2020,113(3):165-176
AbstractPersonalized learning (PL) and social-emotional learning (SEL) are areas of increasing emphasis in U.S. educational policy and practice. With the goal of examining how these initiatives may be mutually supportive, this exploratory study investigates the potential for a PL experience to help middle school students develop the SEL skill of “self-awareness.” Using qualitative inquiry, we analyze reflective interviews with eleven students engaged in PL using an original self-awareness coding scheme. Our findings offer promising evidence that PL can promote self-awareness, including specific student examples, followed by recommendations for how PL and SEL efforts can be more strategically aligned. 相似文献
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Damian Maher Peter Twining 《Educational research; a review for teachers and all concerned with progress in education》2017,59(1):73-88
Background: The use of 1:1 and Bring Your Own Device strategies in schools is in its infancy and little is known about how mobile devices such as tablets are being used to support educational practice.Purpose: In this article, two suburban primary schools in Sydney, Australia were focused on with an aim to understand how mobile device strategies were developed and implemented and how the devices were being used in the schools.Design and method: This qualitative study uses a case study method. It draws upon questionnaires, interviews and classroom observations, and builds upon previous research in English and Australian schools.Findings: Results of the research indicate that the devices have only recently been incorporated into the school and suggest that their usage has been generally embraced by both school staff and parents. Key issues highlighted by these two schools included the importance of the school’s vision and uncertainty about the differences between models of provision. Participant responses also referenced some positive impacts on classroom practice, which amplify constructivist pedagogy: there were examples of device use extending student learning by supporting peer assessment, collaboration, research skills and projects. 相似文献
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Joseph B. Johnston 《Journal of School Choice》2016,10(4):516-536
ABSTRACTThe widespread assumption in the United States today is that traditional urban public schools are failing. Market-based solutions, particularly charter schools, are seen as the way to improve urban education. How then can we understand a large urban district where educational actors have furthered a locally popular alternative vision? This article analyzes the comparison of Indianapolis, IN and Louisville, KY to demonstrate how four-decades-old desegregation orders continue to matter for the perceptions of urban school districts. The analysis shows how actors in Louisville utilized more favorable perceptions to fight for a compelling alternative narrative–integration–and against charter schools. 相似文献
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Alan Price 《Journal of Adventure Education & Outdoor Learning》2013,13(4):315-328
ABSTRACTUnder-developed social and emotional learning (SEL) skills limit educational progress and make it difficult for children and young people with social, emotional and behavioural difficulties (SEBD) to form effective relationships with peers and ADULTS. This paper focuses on an SEL intervention set within an outdoor learning context. The research was practitioner led and used an action research (AR) approach to implement and evaluate the SEL intervention. Research participants (aged 12–13 years) were recruited from a UK special school and were all considered to have SEBD. The paper provides evidence for the specific SEL skills that participation in outdoor learning can enhance. The evidence suggests that outdoor learning can be an effective approach for educators wishing to augment the SEL skills of young people with SEBD. 相似文献
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Christine Mayer 《History of education》2020,49(4):459-475
ABSTRACT The desire to be close to nature and live in tune with it grew as industrialisation, urbanisation and the impact of technology became increasingly ubiquitous at the turn of the twentieth century. Throughout Europe, model schools were established in rural environments. These private reform schools could not solve the problems of public urban schools. Founded on the initiative of teachers and parents, the Schullandheim (rural school hostel) emerged as a new form bringing urban education and schooling close to nature after the First World War in Germany. Even if related pedagogic activities developed at that time in other countries there is no evidence for comparable institutions. Besides tracing the development of Schullandheime, the article shows how the school hostel idea was embedded in the contemporary educational discussion about the influence large cities had on youth and explores the educational and cultural differences within the school hostel movement through the use of visual material. 相似文献
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ABSTRACT To date, there is a paucity of research that examines differences between charter schools that operate in suburban and nonsuburban contexts. This article examines whether students in suburban charter schools perform better or worse than their counterparts in traditional public schools or students in urban charter schools. Boasting the largest and most diverse charter school population in the United States, California offers a fertile urban-suburban context for the study of geographically differentiated charter school impacts and, thus, serves as the focus of our study. The student achievement data (2009–2010, 2010–2011 and 2011–2012 school years) for this study come from the California Department of Education. Using propensity score matching and virtual control records, our findings show that suburban charter schools do not improve academic achievement relative to the matched comparison group of traditional public schools. Suburban charter schools (namely, charters in high-income areas) are largely ineffective and appear to leave their students’ achievement unchanged or diminished. This study adds to the existing literature by examining the effects of charter schools on the neighborhoods in which they operate. Methodologically, another important contribution of this study is that it supplements traditional selection criteria for suburban charters (NCES classification) with census-based neighborhood factors. Finally, this study provides evidence of the broader implications of school choice policies in a suburban setting. 相似文献
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Julia M. White Beth Ferri Christine E. Ashby Paul H. Bern Lauren Ashby 《The Educational forum》2020,84(4):356-376
Abstract Using a DisCrit intersectional lens and statistical and spatial methods, we trace how the creation of K-8 schools functioned to create pockets of privilege in one urban U.S. school district. K-8 schools were both whiter and wealthier than district averages, serving as “enclave” schools. Although far fewer students with disabilities were served in K-8 schools compared to traditional elementary and middle schools, those attending K-8 schools were more likely to be educated in inclusive settings. 相似文献
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Summaries English The Learning Environment Inventory (LEI), adapted to conditions in Israeli schools and factor analysed on an Israeli sample, was administered to 572 students in 10th‐grade biology classes. Fourteen classes were in urban schools, six in Kibbutz district schools. All classes used the same BSCS (yellow version) curriculum. Seven out of the nine scales of the LEI Israeli version yielded significantly different scores for urban and Kibbutz samples indicating a more positive social learning climate in the Kibbutz than in the city. Differences were most marked on scales assessing cohesiveness, favouritism and cliquishness. Results were interpreted to indicate that social climate in classrooms is influenced by school‐wide policies regarding relationships in school, and not only by within‐class factors such as curriculum and teaching method. 相似文献