Relevant bibliographies by topics / Social-emotional teaching

Academic literature on the topic 'Social-emotional teaching'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Social-emotional teaching"

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Richardson, R. C. "Teaching Social and Emotional Competence." Children & Schools 22, no. 4 (October 1, 2000): 246–51. http://dx.doi.org/10.1093/cs/22.4.246.

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Biber, Duke. "Teaching Gratitude for Social and Emotional Learning." Strategies 33, no. 2 (March 3, 2020): 32–34. http://dx.doi.org/10.1080/08924562.2020.1706984.

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Liu, Honggang. "Teaching with a social, emotional, and cultural lens." Journal of Educational Research 113, no. 5 (August 3, 2020): 404–5. http://dx.doi.org/10.1080/00220671.2020.1836851.

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Hargreaves, Andy. "Emotional Geographies of Teaching." Teachers College Record: The Voice of Scholarship in Education 103, no. 6 (December 2001): 1056–80. http://dx.doi.org/10.1177/016146810110300606.

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This paper introduces a new concept in educational research and social science: that of emotional geographies. Emotional geographies describe the patterns of closeness and distance in human interactions that shape the emotions we experience about relationships to ourselves, each other, and the world around us. Drawing on an interview-based study of 53 elementary and secondary teachers, the paper describes five emotional geographies of teacher-parent interactions—sociocultural, moral, professional, physical, and political—and their consequences.
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Virginanti, Maulidya, Yuli Rahmawati, and Fera Kurniadewi. "Social Emotional Learning in Chemistry Learning : Group Investigation dan Contextual Learning Integration to Develop Student’s Social Emotional Competencies." JKPK (Jurnal Kimia dan Pendidikan Kimia) 4, no. 1 (April 30, 2019): 7. http://dx.doi.org/10.20961/jkpk.v4i1.13142.

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<p>This article presents the results from integrating Social Emotional Learning (SEL) through cooperative learning and contextual approach in chemistry learning. This study was conducted on 10th-grade students in the academic year of 2016/2017. Collaborative learning, as well as the use of real-life scenario, are some of the teaching practices for facilitating Social Emotional Learning (SEL) and promotes students' social-emotional competenciesthat aligned with affective competencies in Indonesia’s 2013 curricula. The proposed teaching practices also answer the challenges faced by the implementation of the 2013 curricula, finding proper teaching practices to integrate to develop student’s character through learning activity. The empirical work of the study is based on a qualitative approach. Six Group Investigation’s stage integrated with the use of real-life scenario was analyzed through various method such as observations, interviews, reflective journals, and student’s worksheets answer. The results found that students showed positive attitudes and perspective’s change towards chemistry learning, establish positive relationship with peers, cooperative skill, tolerance, and responsible decision making by considered himself, others, and community within the learning process.</p>
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Byker, Erik Jon. "Study abroad as social and emotional learning." Journal of Research in Innovative Teaching & Learning 12, no. 2 (August 14, 2019): 183–94. http://dx.doi.org/10.1108/jrit-02-2019-0023.

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PurposeThis paper investigates and reports on the study abroad experiences of 22 teacher candidates from the Southeast region of the USA (n=22). The purpose of this paper is to examine the teacher candidates’ development of social and emotional learning through their international teaching experiences.Design/methodology/approachThe study is framed by Critical Cosmopolitan Theory, which is a theoretical lens for a critical understanding of the development of global competencies for critical consciousness. The paper uses a case study research design (Yin, 2008), which included data collected via artifact analysis, participant interviews and participant observation through field notes.FindingsThe study found how the study abroad and international teaching experiences were instrumental in aiding in the teacher candidates’ social and emotional learning. This included the adoption of culturally responsive teaching practices, development of reading the world and enactment of taking action to rewrite the world.Research limitations/implicationsOne of the limitations is the relatively small sample size. This is due, in part, to the high cost associated with study abroad. The high cost of study abroad can be a barrier for students to access the cross-cultural experiences afforded by study abroad. The hefty price tag of study abroad often limits the number of teacher candidates at public institutions who can go on study abroad (Malewski and Phillion, 2009). A future research agenda is needed about ways to help off-set the costs in order to make study abroad more affordable and equitable.Practical implicationsThe practical implications of this paper are that it provides an instructive lens for how to integrate social and emotional learning within a study abroad experience. At the same time, the paper connects socio-emotional learning (SEL) with the development of global competencies and global citizenship.Social implicationsThe social implications relate to the practical implications in that the paper illustrates how SEL is connected to the development of global citizenship development. The study weds the critical cosmopolitan framework with SEL to show how learners develop empathy through reading and rewriting the world.Originality/valueThe case study presented in this paper highlights the possibilities of study abroad in tandem with international teaching experiences to help prepare teachers with SEL features like fostering empathy, developing culturally responsive practices, and becoming critically conscious and cosmopolitan. The study fills a gap in the literature regarding the development of SEL among elementary education teacher candidates through study abroad and international teaching experiences.
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Slovák, Petr, and Geraldine Fitzpatrick. "Teaching and Developing Social and Emotional Skills with Technology." ACM Transactions on Computer-Human Interaction 22, no. 4 (July 9, 2015): 1–34. http://dx.doi.org/10.1145/2744195.

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Richardson, R. C., H. Tolson, T. Y. Huang, and Y. H. Lee. "Character Education: Lessons for Teaching Social and Emotional Competence." Children & Schools 31, no. 2 (April 1, 2009): 71–78. http://dx.doi.org/10.1093/cs/31.2.71.

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White, Antoinette, and Sue Walker. "Enhancing Social–emotional Development through Evidence-based Resources." Australasian Journal of Early Childhood 43, no. 4 (December 2018): 4–12. http://dx.doi.org/10.23965/ajec.43.4.01.

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SOCIAL–EMOTIONAL LEARNING (SEL) programs have demonstrated positive outcomes with universal audiences in several categories. Studies show that teachers are competent at administering such programs, yet there is limited research on educators’ ability to create an effective teaching program that meets SEL educational outcomes. This study explored early childhood educators’ use of an SEL resource and its effect on children's social–emotional development. Paired sample t tests explored changes to development over an eight-week period, between an intervention (n = 15) and control centre (n = 17). Checklists and journal entries provided insight into the educators’ teaching program and related activities. Findings suggest early childhood educators are capable of designing a teaching program targeting SEL instruction, using evidence-based practices. Results indicate that the resource had a significant effect on children's social–emotional development, particularly in targeted areas. These findings may assist early childhood educators in their planning, documentation and assessment of SEL outcomes, and may contribute to the literature on SEL in universal education settings.
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Usakli, Hakan. "Drama Based Social Emotional Learning." Global Research in Higher Education 1, no. 1 (April 19, 2018): 1. http://dx.doi.org/10.22158/grhe.v1n1p1.

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<p><em>This experimental study evaluates effectiveness of drama on social emotional learning. Social-Emotional Skills Perception Scale was applied to 255 elementary fourth grades. The students who got average and below average social emotional score were selected for experimental and control group. Those groups are equal in participant (42 each) and have approximately similar means in the study. Ten weeks interventions that are drama sessions about social emotional learning were presented to experimental group students. It is apparently seen that there is significant difference between experimental and control groups in terms of social emotional learning on behalf of experimental group. Social emotional learning is very important issue for a child not only in school life but also family and social life. Drama seems to be very effective tool teaching social emotional learning to the kids. Schools can add their curriculum drama based social emotional learning hours. Future studies recommend upon different socio-economic backgrounds and age groups.</em><em></em></p>
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Dissertations / Theses on the topic "Social-emotional teaching"

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Van, Schoiack Leihua. "Promoting social-emotional competence : effects of a social-emotional learning program and corresponding teaching practices in the schools /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7849.

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Rodriguez, Vanessa. "Exploring Social-Emotional Cognition and Psychophysiologic Synchrony During Teaching Interactions." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112694.

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Conceptions of learning have evolved from behaviorist and mechanistic models to models that are dynamic, complex, and process-oriented. Educators’ and researchers’ understanding of teaching can benefit from a similar evolution, one that embodies teaching as a dynamic, cognitive skill. Because teaching is an inherently interactive phenomenon, it can be characterized as a social-emotional cognitive skill. Using a dynamic systems and social-emotional cognitive lens, in this dissertation, I describe two studies that explored teaching from these perspectives. The first, presented in Chapter 2, used structured cognitive interviews to elicit expert teachers’ reflections on their teaching processes, as well as to illuminate the interactive nature of these processes and the factors that influence the teachers’ capabilities. In the second study, presented in Chapter 3, I borrowed methods from interactive social-emotional cognitive studies to identify periods of psychophysiologic synchrony between the teachers and students to determine if these correlated with their relational experiences. Five themes, or awarenesses, emerged from the interview data: (a) awareness of learner (AoL), (b) awareness of teaching practice (AoTP), (c) awareness of context (AoC), (d) awareness of self as a teacher (AoST), and (e) awareness of interaction (AoI). Within each theme, I identified several categories that characterized the teachers’ reflections on the individual social-emotional cognitive processes employed during teaching. These data show that expert teaching leverages a complex, social-emotional cognitive framework to achieve learning goals. In the second study, I observed significant increases of psychophysiologic synchrony in the teacher–student dyads that were engaged in a supported teaching task. This elevated synchrony was correlated with multiple domains of two established measures of individual social-emotional cognition. Moreover, after dividing the data by the median of achieved synchrony into an upper and lower group, strong but unique correlation patterns were observed between the teacher–student synchrony and the social-emotional cognitive survey measures. In particular, several student measures of the teachers’ perspective taking demonstrated inverse associations between the lower and upper 50th percentiles of synchrony. These data indicated that the ability to create synchrony during supported interactions was connected to the teacher’s distinct social-emotional cognitive capacity. These results also support the potential neurobiologic and psychophysiologic bases of teachers’ social-emotional cognitive processing. Together, these two studies represent an initial step along a larger trajectory of future research that could advance the conception of teaching as a social-emotional cognitive skill that develops as a complex system.
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Dwinnell, Anna. "Teaching with Intention| Implementation and Assessment of a Social-Emotional Learning Program." Thesis, Prescott College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10246934.

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Social-emotional learning has gained much leverage in education reform discussions, but little research has been done on the effectiveness of SEL programs in rural classroom settings. This thesis studies the outcomes of one SEL curriculum, Project Happiness, in a rural project-based learning school, Teton Valley Community School. Additionally, this thesis aims to identify teaching practices that promote students’ SEL competencies. The data was collected in a split third and fourth grade classroom over a nine-week period from April 2015 to June 2015. The program led to student growth in social and emotional competencies, specifically self-awareness and self-management. Limitations of the study and implications for further research are discussed.

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Madueke, Nkechi A. "Teachers’ Perceptions of Their Responsibilities in Teaching Social Emotional Skills: a Case Study." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700052/.

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This study investigated the beliefs of teachers at a particular elementary campus in North Texas during its first year of implementation of a social emotional curriculum regarding teaching social emotional skills and the influence of those beliefs on their classroom practices. The study drew from the works of Dewey and Bandura in the development of a framework for teacher decision making. A case study design incorporating multiple cases within the case study utilized a mixed-methods approach for data collection and analysis. Ten teachers volunteered and participated in the quantitative data collection, and four of those ten participated in the qualitative data collection through interviews and classroom observations. Data collection methods also included a demographic survey, a questionnaire on teacher beliefs about social emotional learning, and a self-ranking scale of practices related to teaching social emotional skills. Results indicated that although all participants believed social emotional skills instruction was part of their duties as teachers, their practices in teaching social emotional skills varied. Additionally, there was a mismatch between participants’ self-identified practices and the practices that were observed during the study. Administrative support for program implementation was high, but did not necessarily translate to effective practices during the first year of implementation of a particular program. While not significant in this study, variation in teacher characteristics may be important.
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Phelan, Derek Phelan Allen. "Social and Emotional Learning Needs of Gifted Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4813.

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Compared to their peers, gifted and talented (GT) students have unique social and emotional needs. As schools mandated social and emotional learning goals for each GT student, support at the state level was limited. The purpose of the study was to answer the guiding question of how students could benefit from implementing key elements in a GT social and emotional curriculum. The study was guided by Corso's approach to promoting and developing positive social-emotional behavior. Data were collected from questionnaires administered to 32 statewide GT experts. Semistructured interviews were conducted with 10 of those GT experts. Thematic data analysis followed an open coding process to identify emergent themes. The findings revealed key elements that should be in place for a successful GT social and emotional curriculum: (a) a dedicated time in the school schedule for affective curriculum, (b) GT students seeking an understanding of identity and GT characteristics, (c) creating partnerships for social and emotional curriculum, (d) properly trained staff, including an understanding of the characteristics of GT students, (e) affective goal setting, (f) adequate resources for instruction, and (g) a process for intensive interventions when needed. This study included the creation of a professional development project to support integration of a social and emotional curriculum for GT programs. The study and project have implications for positive social change: By guiding schools seeking to implement a social and emotional curriculum into a current GT program, student behavior and learning outcomes are fostered.
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Wheeler, John J., and Michael R. Mayton. "The Integrity of Interventions in Social Emotional Skill Development for Students with Emotional and Behavior Disorders." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/323.

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Wilson, Elyse. "Teaching Children About Emotions and Friend Using a Computer Program." Thesis, University of Canterbury. Psychology, 2013. http://hdl.handle.net/10092/8383.

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The purpose of this study was to evaluate the effectiveness of a computer program in conjunction with instruction from the researcher, in helping individuals with Autism Spectrum Disorders improve their emotional and social skills. In an A-B- A with replication across participants design, three participants used the program for 20 minutes a day for 15-18 sessions in a school setting, across six weeks. The researcher provided one on one support to participants while they used the program. The participants were aged 10 to 12 and had previously been diagnosed with Asperger’s Syndrome or High-Functioning Autism. Participant’s progress was measured by conducting pre-and post intervention interviews with parents and teachers of participants, and the participants themselves. Data was also collected while the participant used the computer program and from the diary entries completed each session. Naturalistic observations were conducted to determine if any effects of the program were generalized. The results demonstrated that participant’s emotion recognition improved as shown by an increase in emotion scenarios completed in the computer program. In addition emotion expression skills improved as demonstrated by content of participant’s diary entries. An improvement in social skills was also shown by participants becoming more engaged in group activities, physical education and making friends. The results show preliminary evidence for the program, in conjunction with individualized support, being a promising treatment method to teach emotion recognition and social skills. It is unclear how much of an effect the support of the researcher and the diary component, had on participants progress. Future research should focus on making outcomes more consistent and widely generalized. Implications for research, practice and program development are discussed.
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Wheeler, John J., Michael R. Mayton, Julie Downey, and Joshua E. Reese. "Evaluating Treatment Integrity Across Interventions Aimed at Social and Emotional Skill Development in Learners with Emotional and Behaviour Disorders." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/313.

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This study contributes to the existing literature on treatment integrity (TI) by presenting TI findings across interventions aimed at the development of social emotional skills in learners with emotional and behavioural disorders. Social and emotional skills were selected as the target for our investigation given the significance of these skills in relation to the academic and behavioural success of learners and the challenges most often faced in these skill areas by students with emotional and behaviour disorders (E/BD). The study analysed single-subject experimental studies from 2000 to 2009 in two leading journals in the field of emotional and behaviour disorders: Behavior Disorders and The Journal of Emotional Behavioral Disorders. The degree to which studies operationally defined independent variables and evaluated and reported measures of treatment integrity and associated risk factors is reported. Thirty-three studies met the inclusion criteria for the present study and TI was evaluated across six variables (1) year published, (2) dependent variable(s), (3) independent variables(s), (4) participant characteristics, (5) treatment agent and (6) assessment of TI. Results indicated that approximately 49% of the studies monitored and reported TI, meaning that they provided a description of the TI procedure and resultant data. Findings from the study point to the need for attention to TI both in the description of methods used and in the reporting of TI data.
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Kramer, Thomas Jonathan. "Evaluating a Social and Emotional Learning Curriculum, Strong Kids, Implemented School-Wide." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4054.

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The goal of this study was to explore whether Strong Kids could result in improved social and emotional competence when implemented as a school-wide universal intervention. No prior studies have examined this question. This study also evaluated whether teachers could implement Strong Kids as it was designed and whether they viewed it as socially valid. It used a non-equivalent control group design. The treatment school in the study involved 348 students and 17 teachers from a Title I school. School demographics indicated that 61% of students were Hispanic, 37% White, and 2% of other ethnicities. Approximately 82% of the students qualified for free or reduced lunch. Teachers at the treatment school taught Strong Kids for 12 weeks, permitted treatment fidelity observations, and completed a social validity questionnaire (with a subgroup also participating in a social validity focus group). The control school participants consisted of 266 students and 11 teachers. The control school was selected because it was demographically similar to the treatment school. Teachers at both treatment and control schools completed pretest and posttest ratings of each of their students' internalizing behaviors and peer-related prosocial behaviors using nationally normed scales. Analyses comparing teacher ratings of the treatment school with ratings at the control school were performed using a split-plot ANOVA. Scores for students identified as at-risk through school-wide screening were compared to students not identified as at-risk. Average scores on the social validity questionnaire were calculated, and a qualitative analysis of the focus group was performed. Results revealed that 82% of lesson components were fully implemented. Teacher ratings at the treatment school reflected a significant decrease in students' internalizing behaviors, while ratings at the control school increased. At-risk students showed significantly greater improvements on both internalizing and peer-relations subscales compared to non-at-risk students. Social validity results revealed that Strong Kids provided a common language for teachers and students to talk about feelings and an avenue for students to seek help. It also helped teachers set school-wide expectations for handling social and emotional concerns.
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Bailey, Po Lin B. L. "Preschool children's information processing and emotional behavior in social conflict situations." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/552.

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This study investigated various aspects of the Social Information Processing Model, in particular, young children’s emotional behavior regulation and negative emotionality, in Hong Kong. The sample was N=628 from 12 schools. Using Rasch measurement, linear unidimensional scales were constructed for Emotion and Behaviour Regulation (10 items) and for Negative Emotionality (10 items). The well-known Short Temperament Scale was Rasch analyzed too, but a linear scale could not be created – it had initially been designed under the True Score Test theory paradigm. The children were divided into Type A (high on negative emotionality and low on emotion and behavior regulation, N=27 and Type B (low on negative emotionality and high on emotion and behavior regulation, N=31). The children’s teachers were given conflict situations and asked to state what strategies the Type A and Type B children would adopt in each conflict situation. The first conflict situation was about the child who was being accidentally pushed by a peer. The second conflict situation was about the child who is being excluded from a game that has enough participants. The third conflict situation was about the child being called “a baby” because he/she was playing with baby toys. The fourth conflict situation was about a peer criticizing and putting marks on a child’s picture. The fifth situation was about a peer pushing ahead and taking a toy that a child has been waiting for a long time. The Type A and Type B children were also asked to state what strategies they would adopt in each conflict situation. When the teachers’ views were compared to the children’s views, it was clear that the teachers did not know their children’s thought processes very well. For both Type A and Type B children, Rasch analysis was used to create a calm/angry scale and a sad/happy scale. Conflict situation two (being excluded from a game) is very hard on the calm/angry scale and both Type A and Type B children need to have a very high angry measure to answer this item positively. Conflict situation two is moderately easy on the sad/happy scale and both Type A and Type B children need only a low sad measure to answer conflict situation two positively. In contrast, conflict situation three (being called a “baby”) is very hard on the sad/happy scale and both Type A and Type B children need to have a very high happy measure to answer this item positively. Conflict situation three is moderately easy on the calm/angry scale and both Type A and Type B children need only a low calm measure to answer conflict situation three positively. The present study gave strong support for the Social Information Processing Model and for the inclusion of emotion and behavior regulation and negative emotionality in the revised model. The study rejected the Short Temperament Scale as it did not produce a linear, unidimensional scale, and it showed that teachers do not know their children, in terms of strategies selection in common social conflict situations, as well as they think that they do. Children are much more conscious of the variety of strategies that can be used in common conflict situations than teachers would normally give them credit. Results indicate that levels of anger aroused in Type A children are associated with differences in the quality of strategies that they are able to generate for solving social problems. Type A and Type B children differ significantly in their choice of best strategy under different emotional conditions for the different conflict situations.
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Books on the topic "Social-emotional teaching"

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100 ideas for teaching personal, social and emotional development. [London]: Continuum, 2008.

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J, Elias Maurice, ed. Promoting social and emotional learning: Guidelines for educators. Alexandria, Va., USA: Association for Supervision and Curriculum Development, 1997.

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T, Evans Elizabeth, and Meisgeier Charles H. 1932-, eds. Connecting with others: Lessons for teaching social and emotional competence. Champaign, Ill: Research Press, 1996.

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J, Elias Maurice, and Arnold Harriett, eds. The educator's guide to emotional intelligence and academic achievement: Social-emotional learning in the classroom. Thousand Oaks, Calif: Corwin Press, 2006.

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1959-, Hirn Polly, Mayo Patty 1959-, and Gajewski Nancy 1960-, eds. Social skill strategies: A social-emotional curriculum for adolescents: Book B. 2nd ed. Eau Claire, Wis: Thinking Publications, 1998.

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Santomauro, J. Set for success: Activities for teaching emotional, social and organisational skills. Philadelphia: Jessica Kingsley Publishers, 2011.

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Santomauro, J. Set for success: Activities for teaching emotional, social and organisational skills. Philadelphia: Jessica Kingsley Publishers, 2011.

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Me, you, us: Social-emotional learning in preschool. Ypsilanti, Mich: High/Scope Press, 2009.

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The power of guidance: Teaching social-emotional skills in early childhood classrooms. Australia: Thomson/Delmar Learning, 2004.

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Developing children's social, emotional, and behavioural skills. London: Continuum, 2009.

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Book chapters on the topic "Social-emotional teaching"

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Beasley, Jennifer. "Social and Emotional Needs." In Teaching Gifted Children, 389–91. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238638-78.

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Pursall, Dona. "Comics and Social-Emotional Laughter." In Teaching with Comics, 63–84. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05194-4_4.

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Treat, Alena R. "Gifted LGBTQ Social-Emotional Issues." In Teaching Gifted Children, 523–27. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238638-108.

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Steve, Reifman. "Social-Emotional Learning." In 107 Awesome Elementary Teaching Ideas You Can Implement Tomorrow, 100–104. New York, NY: Routledge, 2020. | Series: Routledge eye on education: Eye on Education, 2020. http://dx.doi.org/10.4324/9781003001676-18.

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Coxon, Steve V. "The Social and Emotional Benefits of Nature." In Teaching Gifted Children, 369–72. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238638-74.

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Prater, Mary Anne, and Ellie Young. "Social and Emotional Learning." In Teaching Students With High-Incidence Disabilities: Strategies for Diverse Classrooms, 506–39. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc, 2018. http://dx.doi.org/10.4135/9781071800522.n13.

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Shaw, Steven R. "Social and Emotional Learning." In Reaching and Teaching Students Who Don't Qualify for Special Education, 171–89. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003133896-12.

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Smyth, Tim. "Social-Emotional Learning and Graphic Memoirs." In Teaching with Comics and Graphic Novels, 140–48. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003291671-18.

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Le Messurier, Mark. "A short guide to coach Social and Emotional Literacy (SEL)." In Teaching Values of Being Human, 1–18. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003028048-1.

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Denham, Susanne A., and Rosemary Burton. "Teaching Teachers about Guidance: Lessons from the Field." In Social and Emotional Prevention and Intervention Programming for Preschoolers, 85–95. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4615-0055-1_6.

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Conference papers on the topic "Social-emotional teaching"

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Zlatić, Lidija, and Slađana Luković. "THE ROLE OF TEACHERS IN THE DEVELOPMENT OF STUDENTS` SOCIOEMOTIONAL SKILLS." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.93z.

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Many studies emphasize the importance of students’ social skills, but the question is how everyday school practice affects the development of these skills. Socio-emotional skills, according to other authors, relate to the abilities by which a person regulates and manages his own thoughts, emotions and behavior, sets and achieves positive goals, how he experiences himself and respects the perspective of others, establishes and maintains positive social relationships and makes responsible decisions. In this paper, we point out the different components of teacher roles and their approaches that can influence the development of these skills. The results of various research show that changes in the sense of teaching the teachers their social skills, especially in initial education, but also later, increase the awareness of students’ social skills. Empirical findings indicate the key characteristics of successful socio-emotional skills development programs, emphasizing the necessary specific training and coaching of teachers as part of their initial education and professional development, as well as the need for systematic support during the implementation of programs that affect development of these skills in students. The importance of understanding emotions and social skills in students by teachers is emphasized, as well as the development of teachers’ awareness of ways that can influence the development of socio-emotional skills, how to create a positive atmosphere in the classroom and how to adequately respond to different emotions.
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Petrovic, Jelena, and Dragana Dimitrijević. "EMOTIONAL EDUCATION IN 20th CENTURY SERBIAN PEDAGOGY." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.111p.

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Emotional education, although recognized in pedagogical science as a relatively young scientific concept, has always been a significant aspect of educational activity. The development of this aspect of educational activity was especially intense at the beginning of the 20th century, only to become a subject of scientific research in the 1980s. The aim of this paper is to investigate the development of the concept of emotio­nal education in Serbian pedagogy, and the relation of Serbian educators to this educati­onal concept. The method of theoretical analysis with content analysis technique was used in the paper. The main works of the most influential Serbian educators of the 20th century and the most important textbooks used in the education of pedagogues and teachers throughout the 20th century were analyzed. The point of analysis was emotional education viewed from the perspective of contemporary definitions of emotional education: as a pedagogical action that involves understanding and appreciating emotions in the process of education, developing self-awareness, self-discipline and independence, and helps children achieve positive interpersonal relationships. Despite the opinion that emotional education was under-represented during the 20th century, we found out that Serbian educators did pay attention to this aspect of education, but they didn’t consider it as a special phenomenon, but within the already defined scientific concepts of moral education and family pedagogy. Finally, we found that they understood it in accordance with their pedagogical orientations and social needs.
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Kvieskienė, Giedrė. "Social-Emotional Education Prototype Modelling in On-line Learning COVID-19 Environment (SEEP)." In 3rd International Conference on Modern Research in Education, Teaching and Learning. Acavent, 2021. http://dx.doi.org/10.33422/3rd.icmetl/.2021.08.112.

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Shen, Yanhua. "Social Emotional Learning Through Teaching Personal and Social Responsibility in a Sports-Based Youth Development Program." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1887373.

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Maksimović, Jelena, and Sanja Sretić. "Social, Emotional and Pedagogical Competence of a Teacher as a Prerequisite for the Prosocial Behavior of a Student." In PROFESSIONAL COMPETENCES FOR TEACHING IN THE 21ST CENTURY. Faculty of Education in Jagodina, 2020. http://dx.doi.org/10.46793/pctja.19.490m.

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Petrulytė, Ala. "Social Emotional Health and Psychological Resilience in the Sample of Lithuanian School Teachers." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.28.

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Introduction. Teacher’s job is considered to be not attractive as it contains emotional strain and stress and schools in Lithuania face a shortage of teachers (TALIS, 2018; Merkys & Balčiūnas, 2019). Research on the social emotional health and resilience of teachers is important, especially in the face of the challenges of the Covid-19 pandemic. Research on social emotional health and resilience of Lithuanian teachers was conducted as part of the ERASMUS+ project ‘Supporting teachers to face the challenge of distance teaching’ (2020-1-LV01-KA226-SCH-094599). Methodology. The aim of this research was to assess the social emotional health and resilience of secondary school teachers in post-pandemic times. 400 respondents from Lithuania participated in the research. The results are based on data from the ‘Social and emotional health survey for teachers’ (SEHS-T) (Furlong.& Gajdasova, 2019) and the ‘Resilience scale’ (RS14) (Wagnild & Young, 1993; Wagnild, 2016). Results. Teachers reported a sufficiently high level of overall indicator of Social and Emotional Health (SEHS-T) as well as its domains: Belief-in-Self, Emotional Competence, Engaged Living. The level of teacher Resilience reached a moderate level. Significantly high positive correlations were established between teacher resilience and the overall social emotional index (rs = .585, p = .000), as well as between the resilience and social emotional domains: Engaged Living (rs = .560*, p = .000), Emotional Competence (rs = .448*, p = .000) and Belief-in-Self (rs = .515**, p = .000). The research did not find statistically significant differences by age, sex, or work experience. Conclusions. The teachers demonstrated a rather high level of social emotional health, a moderate level of resilience, and weak Belief-in-Others. It is recommended that teachers’ resilience is strengthened through interventional activities such as stress coping strategies, emotional awareness, and peer support skills training during the Covid-19 pandemic times.
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Yus, Anita, Damaiwaty Ray, and Kamtini Kamtini. "Models of Portfolio-Based Teaching as a Early Childhood Social Emotional Skills Development Strategy." In 2nd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/aisteel-17.2017.6.

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Svence, Guna, and Ilze Briška. "Teachers’ Social-Emotional Health and Resilience in Covid-19 Crisis: Latvian Sample." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.29.

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Research on social-emotional health and resilience of Latvian teachers was conducted as part of the ERASMUS+ project “Supporting teachers to face the challenge of distance teaching”. The aim of this study is to assess teachers’ social-emotional health and resilience to reveal those areas which require significant support and development in the Covid-19 pandemic situation. In the article, the concepts used in the project – social-emotional health, resilience, covitality will be theoretically analysed to substantiate the structure of the empirical study. Teachers’ mental health was tested using Social-emotional Health Survey– Teachers SEHS-T (Furlong et al., 2017; Furlong et al., 2014; Furlong & Gajdošová, 2018, as mentioned in Lapiņa, 2021) and Resilience Scale RS 25 (Wagnild & Young, 1993; Wagnild, 2009; Wagnild, 2016) with supplementary questions. 636 teachers of general and vocational schools took part in the research. The results identified that positive teachers’ strengths are self-regulation, empathy, and cognitive reappraisal. However, the teachers demonstrated limits in resilience as such, and in some scores of SEHS-T, as in covitality domain Belief in Others, especially in institutional and colleagues’ support, and in Engaged Living – gratitude and zest. The identified weaknesses and limits will be used as a foundation for preparing further intervention activities – a digital psychological support programme for strengthening the teachers’ resilience and mental health in general.
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Lasmane, Skaidrīte. "Including the Emotional Potential of Literature in Post-crisis Education." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.73.

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Contemporary situational circumstances, with the global Covid-19 pandemic crisis and the ongoing war that has resulted from Russia’s invasion of Ukraine, have brought about social, cultural, and psychological transformations that are, as of yet, little understood but already affecting different aspects of the contemporary school learning processes. Rational, analytical, cognitive, reflexive, and emotional experience are needed to ensure that difficulties within the crisis ecosystem do not cause a lessening of the human emotional experience in difficult times. Diverse emotional experiences are especially needed, the supply of which is reduced by both the limitations of interactivity imposed by the specifics of the media information space, which mostly reflects the realities of the crisis and are predominantly negative. In the face of this protracted crisis and the implications of new communication technologies, the article explores some ways to manage emotional experiences, so as not to lose sight of the diversity of human relations. It looks to address how we can compensate for the minimization of diverse emotional experience in teaching and learning in situations of social crises. The article pays attention to the potential role of literature as a way to build sustainable post-crisis social relationships. It proposes to reevaluate the role of literature in education and explore its use not only as a cognitive source for rational and critical thinking but its potential for cultivating moral emotions that enhance social solidarity and civility. The case studies it presents evaluate the interpretation and misinterpretation of some classical works of Latvian literature in schools and beyond, in the media and society.
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Cartagena-Beteta, Mario Armando, Maria Inmaculada Pedrera-Rodriguez, Francisco Ignacio Revuelta-Dominguez, Edith Soria-Valencia, and Reyles Rivera-Oliva. "Relationship between the Social Emotional Competences of Secondary School Teachers and Students in a virtual teaching experience." In 2021 XI International Conference on Virtual Campus (JICV). IEEE, 2021. http://dx.doi.org/10.1109/jicv53222.2021.9600417.

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Reports on the topic "Social-emotional teaching"

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Cookson, Jr., Peter W., and Linda Darling-Hammond. Building school communities for students living in deep poverty. Learning Policy Institute, May 2022. http://dx.doi.org/10.54300/121.698.

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The purpose of this report is to make what is “invisible” visible and to suggest three evidence-based strategies that have the capacity to enable educators, in collaboration with the families and the communities they serve, to create learning environments where students living in deep poverty are supported and successful. The report begins by documenting the human cost of deep poverty and how past policy decisions have contributed to the persistence of deep poverty. Based on this background, the report focuses on three promising strategies for meeting the learning and social-emotional needs of all children, including those living in deep poverty: (1) begin with funding adequacy and equity, (2) develop community schools and partnerships, and (3) develop a whole child teaching and learning culture.
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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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Osadcha, Kateryna, Viacheslav Osadchyi, Serhiy Semerikov, Hanna Chemerys, and Alona Chorna. The Review of the Adaptive Learning Systems for the Formation of Individual Educational Trajectory. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4130.

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The article is devoted to the review of the adaptive learning systems. We considered the modern state and relevance of usage of the adaptive learning systems to be a useful tool of the formation of individual educational trajectory for achieving the highest level of intellectual development according to the natural abilities and inclination with the help of formation of individual trajectory of education, the usage of adaptive tests for monitoring of the quality of acquired knowledge, the formation of complicated model of the knowledge assessment, building of the complicated model of the subject of education, in particular considering the social-emotional characteristics. The existing classification of the adaptive learning systems was researched. We provide the comparative analysis of relevant adaptive learning systems according to the sphere of usage, the type of adaptive learning, the functional purpose, the integration with the existing Learning Management Systems, the appliance of modern technologies of generation and discernment of natural language and courseware features, ratings are based on CWiC Framework for Digital Learning. We conducted the research of the geography of usage of the systems by the institutions of higher education. We describe the perspectives of effective usage of adaptive systems of learning for the implementation and support of new strategies of learning and teaching and improvement of results of studies.
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Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice. Center for Equity for English Learners, 2022. http://dx.doi.org/10.15365/ceel.publication.2022.0001.

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Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice is comprised of over 350 annotations from both recent and seminal literature (released between 1984–2021) that have significant implications for research, policy, and practice for English learner (EL) linguistic, social, and academic achievement. This annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs. The authors provide a comprehensive selection of works focused on theory, research, and practice. The annotations are a result of purposeful searches of 23 topics in empirical and theoretical articles from peer-reviewed journals, books, book chapters, and reports from leading scholars in the field. Among the topics addressed relevant to EL education are broad areas such as: bilingual teacher preparation, teaching and professional development, university and district partnerships, digital learning for ELs, social emotional development, culturally sustaining pedagogy, and English Language Development (ELD) for elementary and secondary level students. The Integrated ELD (content instruction) topic is subcategorized according to specific disciplines including: English language arts, history, mathematics, science, visual & performing arts, and STEM. In order to provide additional information for readers, each annotation includes: (1) the source description (e.g., book, journal article, report), (2) type of source (e.g., empirical, guidance, theoretical), and (3) keywords.
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