Journal articles: '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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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.

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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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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.

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Kepule, Iveta, and Aina Strode. "FORMATION OF PUPILS' MUSIC LEARNING EXPERIENCE AND SELF-EXPRESSION SKILLS IN SOCIO-EMOTIONAL ACTIVITIES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 21, 2019): 244. http://dx.doi.org/10.17770/sie2019vol2.4003.

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When emphasizing a role of education in development of creative personality, attention during the process of teaching music is paid to the pupil’s social and emotional learning which determines formation of self-expression skills based on the pupil’s attitude and personal qualities. Emotions as one of the main mechanisms of mental activity and behavior are directed toward satisfaction of current needs, while social processes determine a way how a pupil assesses intensity of the motivation establishing emotional stimulus. The motivation area of the self-expression formation in teaching music is determined by the social and emotional learning environment of the pupil, facilitating interaction of emotional and cognitive processes, and formation of mutual relationships in family, class, school and among peers. The aim of the study: to characterize the types of social and emotional activity facilitating self-expression of pupils in teaching music, their correlation with the self-expression of the pupil’s personality in social environment. Research methods: analysis of scientific literature, analysis of the author’s teaching experience, thematic analysis of the pupil’s essays in emotional and social context.

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Xie, Sha, Dandan Wu, and Hui Li. "The Relationship between Chinese Teachers’ Emotional Labor, Teaching Efficacy, and Young Children’s Social-Emotional Development and Learning." Sustainability 14, no. 4 (February 15, 2022): 2205. http://dx.doi.org/10.3390/su14042205.

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The existing literature has established the effects of emotional labor on teachers’ wellbeing indicators and teaching efficacy, leaving its impact on students’ outcomes unexplored. Following Grandey’s integrative model of emotional labor and social-emotional learning (SEL) framework, this study explored the relationship between teachers’ emotional labor, teaching efficacy, and young children’s social-emotional development and learning in early childhood settings. Thirteen preschools were recruited through stratified random sampling in Shenzhen, China. Altogether, 49 classrooms were involved, and three teachers and six children were sampled from each classroom, resulting in a sample of 124 teachers and 241 children. Teachers’ emotional labor strategy, sense of efficacy, and children’s social-emotional development and learning were surveyed. Structural equation modeling has confirmed that teachers’ natural and surface acting predicted their teaching efficacy. Bootstrapped mediation analysis revealed that the mediation paths from teachers’ emotional labor to children’s learning approaches and social-emotional development varied significantly for teachers in different positions. The study implies that different guidelines and training are needed for teachers in different positions to help them cope with varied emotional labor at work and promote their teaching efficacy for young children’s better development.

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Majeski, Robin A., Merrily Stover, and Teresa Valais. "The Community of Inquiry and Emotional Presence." Adult Learning 29, no. 2 (March 2, 2018): 53–61. http://dx.doi.org/10.1177/1045159518758696.

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The community of inquiry (COI) model identifies elements which are fundamental to a successful online learning experience, namely, teaching presence, cognitive presence, and social presence. The model has received empirical support as a useful framework for understanding the online learning experience. A limitation of the model is its understanding of emotional presence which, according to the COI model, is seen solely in terms of emotional expression, which, in turn, is a part of social presence. Emotional intelligence would support a much broader role for emotional presence in learning and embrace to a larger extent how emotions play out in the learning process, than singularly “emotional expression” in the original COI framework. Thus, the article first presents a conceptualization of emotional presence in terms of emotional intelligence. Second, it discusses the relationship of emotional presence to teaching presence and how teaching presence may foster emotional presence in learners. Finally, how emotional presence in teaching presence may foster social presence and cognitive presence in learners and lead to successful learning is presented.

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Brion, Corinne. "Social and emotional learning for early childhood teachers teaching online." International Journal of Technology Enhanced Learning 1, no. 1 (2022): 1. http://dx.doi.org/10.1504/ijtel.2022.10050800.

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Sigmar, Lucia Stretcher, Geraldine E. Hynes, and Kathy L. Hill. "Strategies for Teaching Social and Emotional Intelligence in Business Communication." Business Communication Quarterly 75, no. 3 (June 29, 2012): 301–17. http://dx.doi.org/10.1177/1080569912450312.

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Čolaković-Lončar, Jelena. "Social motivation and emotional competence in students." Civitas 11, no. 2 (2021): 173–99. http://dx.doi.org/10.5937/civitas2102173q.

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The goal of the research was to identify relations between social motivation structure and emotional competence among students of different psychosocial characteristics. The research was conducted at the Faculty of Philosophy and the Faculty of Economics, East Sarajevo University. The sample consisted of 228 first-and fourth-year students. For the study purposes, we used the social motivation questionnaire and the emotional competence questionnaire. The results of the research will be useful as motivation for further research, as well as in teaching and designing programs which promote students' mental health.

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Ferry, Matthew, Nate McCaughtry, and Pamela Hodges Kulinna. "Social and Emotional Pedagogy: Rhythm and Junctures." Journal of Teaching in Physical Education 30, no. 1 (January 2011): 13–30. http://dx.doi.org/10.1123/jtpe.30.1.13.

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The purpose of this study was to examine teachers’ social and emotional knowledge of students and how it functioned within the wider context of their daily work lives. Five elementary school physical education teachers participated in six rounds of observations with formal and informal interviews over one school year. Data were analyzed through constant comparison and inductive analysis. We identified four key junctures where social and emotional knowledge of students played a critical role in teachers’ work. The results of this study and previous literature point to the complex interconnections between teachers’ social and emotional knowledge of their students and teaching practices.

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Signorelli, Alessia, Annalisa Morganti, and Stefano Pascoletti. "Boosting emotional intelligence in the post-Covid. Flexible approaches in teaching social and emotional skills." Form@re - Open Journal per la formazione in rete 21, no. 3 (December 31, 2021): 41–58. http://dx.doi.org/10.36253/form-12127.

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The Covid pandemic has opened new challenges for education, especially for the social and emotional wellbeing of children and adolescents who had to face unprecedented and upsetting changes in their daily lives. The paper explores the possibilities offered by the social-emotional intelligence framework in helping children and youths develop the good emotional literacy needed for facing such a challenging time and growing as wholesome adults. This is done through an in-depth analysis of the concept of replication and generalization and by proposing a perspective working model for embedding social and emotional learning in daily teaching and learning activities. Promuovere l’intelligenza emotiva nel post-Covid. Approcci flessibili per insegnare le competenze sociali e emotive. La pandemia di Covid ha introdotto nuove sfide nel mondo dell’educazione, in modo particolare per quanto riguarda il benessere sociale e emotivo di bambini e adolescenti che hanno dovuto affrontare cambiamenti sconvolgenti senza precedenti nel loro vivere quotidiano. L’articolo esplora le possibilità offerte dal costrutto di educazione socio-emotiva a supporto dello sviluppo in bambini e ragazzi di un’alfabetizzazione emotiva solida, necessaria per affrontare un periodo così sfidante e per la loro crescita futura. Tutto questo è fatto attraverso un’analisi approfondita dei concetti di replicabilità e generalizzazione e attraverso la proposta di un nuovo modello di lavoro per integrare l’educazione socio-emotiva all’interno delle azioni didattiche quotidiane

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Nikoopour, Jahanbakhsh, and Nadimeh Esfandiari. "The Relationship between Emotional, Social, Cultural, Spiritual Intelligence and EFL Teachers’ Teaching Effectiveness." Journal of Language Teaching and Research 8, no. 1 (January 1, 2017): 138. http://dx.doi.org/10.17507/jltr.0801.17.

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The present study attempted to investigate the relationship between EFL teachers’ emotional, social, cultural, spiritual intelligence and their teaching effectiveness in EFL contexts. Teaching effectiveness was investigated as perceived by EFL teachers, observers and learners based on a data-triangulated procedure. A total of 126 EFL teachers, 266 learners and 31 EFL observers selected randomly from various educational districts in Tehran participated in the study. The EFL teachers were required to answer self-report questionnaires of Teaching Effectiveness Scale (TES), Emotional Intelligence Questionnaire (TEIQue), Cultural Intelligence Scale (CQS), Tromsø Social Intelligence Scale (TSIS) and Integrated Spiritual Intelligence Scale (ISIS) respectively. The EFL observers and learners were also required to answer Teaching Effectiveness Scale (TES) to reveal their perception of their teachers’ teaching effectiveness. The study revealed that among EFL teachers, there was a significant correlation between teaching effectiveness and TEQ, but the correlation between teaching effectiveness and the three other types of intelligence (SQ, CQ, & SPQ) was not significant. The three groups of participants (teachers, observers, and learners) showed a significant difference in their perception of effective teaching. In further analysis, gender made a significant difference in TEQ, but female and male EFL teachers did not show a significant difference in their CQ, SQ, SPQ and effective teaching. University degree caused a significant difference in SQ and TEQ, but not in TE, SPQ and CQ. However, teaching experience and age made a significant difference in all four variables under the study.

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Ibrahim, Ibrahim. "Pembelajaran Matematika dengan ICT Sebagai Sarana Pengembangan Kecerdasan Emosional Siswa Menuju Pembangunan Karakter Bangsa." Jurnal Fourier 1, no. 2 (October 31, 2012): 47. http://dx.doi.org/10.14421/fourier.2012.12.47-51.

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Nowadays ICT is rising rapidly, although in fact the effort of mathematics teaching quality is still concerning in cognitive aspect while forgetting non-cognitive aspect. The neglect of affective aspect as well emotional quotient in mathematics teaching contributes to social situation that hamper national character development. So, the development of ICT must be preferred as an alternative for mathematics teaching in order to extend emotional quotient towards national character development. It stands to reason that due to the development of ICT has another side that is likely to increase emotional skills in social life.

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Azeez, Razaq Olugbenga. "Will emotional intelligence training enhance social workers’ emotional labour in Ogun State Nigeria?" ANNUAL JOURNAL OF TECHNICAL UNIVERSITY OF VARNA, BULGARIA 3, no. 1 (June 28, 2019): 11–20. http://dx.doi.org/10.29114/ajtuv.vol3.iss1.113.

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This study investigated the effect of emotional intelligence training programme on emotional labour competence of social workers. The study adopted a pretest-post-test quasi-experimental design. The emotional labour scale was used to collect data from the forty-eight (48) randomly selected social workers from two Non-Governmental Organizations (NGOs). Participants of the study were randomly assigned to the treatment and the control groups for the purpose of the study. The hypothesis was tested using the Analysis of Covariant (ANCOVA). Results showed that the treatment significantly affected participants' levels of emotional labour. Based on the findings, it was advocated that the teaching of emotional intelligence in organizations and schools is highly important for optimal outcomes.

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Casimiro Velasquez, Tiffany, and Carol Hordatt Gentles. "Teaching Social-Emotional Skills: Understanding the Views and Practices of Six Urban Belizean Preschool Teachers." Caribbean Journal of Education 43, no. 2 (October 5, 2021): 109–32. http://dx.doi.org/10.46425/c054302n3363.

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This qualitative study explored the practices of Belizean urban, preschool teachers when teaching social and emotional skills (SES). It sought to shed light on their understanding of social and emotional development (SED) with a view to highlighting possibilities for and challenges with improving the teaching of SES at the preschool level. A sample of 6 preschool teachers was interviewed, observed, and asked to provide a self-evaluation reflection on their social and emotional teaching practices. The findings revealed that while teachers taught and encouraged development of some SES, they did not teach SES in explicit and strategic ways. This shortcoming was influenced by the teachers’ limited understanding of SED and how to facilitate it. An improved curriculum, professional developmental training, monitoring, and support are therefore indicated as necessary components for the effective teaching of SES.

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Blewitt, Claire, Amanda O’Connor, Heather Morris, Aya Mousa, Heidi Bergmeier, Andrea Nolan, Kylie Jackson, Helen Barrett, and Helen Skouteris. "Do Curriculum-Based Social and Emotional Learning Programs in Early Childhood Education and Care Strengthen Teacher Outcomes? A Systematic Literature Review." International Journal of Environmental Research and Public Health 17, no. 3 (February 7, 2020): 1049. http://dx.doi.org/10.3390/ijerph17031049.

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There is growing awareness of the benefits of curriculum-based social and emotional learning (SEL) programs in Early Childhood Education and Care settings for children’s social, emotional, and cognitive development. While many SEL programs aim to strengthen teachers’ capacity and capability to foster children’s social and emotional skills, research effort has focused on understanding the impact on child outcomes, with less emphasis on improvement in teaching quality. This systematic literature review examined the effectiveness of universal curriculum-based SEL programs on teacher outcomes. Fifteen studies met inclusion criteria, capturing ten distinct SEL interventions. The findings suggest SEL programs may strengthen teaching quality, particularly the provision of responsive and nurturing teacher-child interactions and effective classroom management. Data were insufficient to ascertain whether participation improved teachers’ knowledge, self-efficacy, or social-emotional wellbeing. The potential pathways between SEL intervention, teaching quality and children’s developmental outcomes are discussed.

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Morgan, Joseph John, Kyle Higgins, Susan Miller, Thomas B. Pierce, Randall Boone, and Richard Tandy. "Teaching Online Social Skills to Students With Emotional and Behavioral Disorders." Journal of Special Education Technology 31, no. 2 (May 30, 2016): 109–20. http://dx.doi.org/10.1177/0162643416651725.

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Song, Chang. "Supervisors' paternalistic leadership influences college English teachers' teaching efficacy in China." Social Behavior and Personality: an international journal 44, no. 8 (September 15, 2016): 1315–28. http://dx.doi.org/10.2224/sbp.2016.44.8.1315.

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Using social exchange theory and the social constructivist theory of emotion, I examined the relationship between supervisors' paternalistic leadership and college English teachers' teaching efficacy in China, as well as the roles emotional creativity and professional identity played in this relationship. Participants were 674 teachers of English at 30 colleges in China. Results of factor and correlation analyses, structural equation modeling, and regression analysis revealed that supervisors' paternalistic leadership had significantly positive effects on teachers' teaching efficacy, and that teachers' professional identity had a meditating effect in the relationship between paternalistic leadership and teaching efficacy. In addition, teachers' emotional creativity positively moderated the relationship between supervisors' paternalistic leadership and teachers' teaching efficacy, and emotional creativity acted as a mediated moderator of the link between these two variables. My findings contribute to comprehension of the effect mechanism of supervisors' paternalistic leadership on teachers' teaching efficacy.

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Hemmeter, Mary Louise, Patricia Snyder, and Lise Fox. "Using the Teaching Pyramid Observation Tool (TPOT) to Support Implementation of Social–Emotional Teaching Practices." School Mental Health 10, no. 3 (December 30, 2017): 202–13. http://dx.doi.org/10.1007/s12310-017-9239-y.

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Amir et al, Sohail. "Teaching Emotional Intelligence to Undergraduate Students." Pakistan Journal Of Neurological Surgery 25, no. 2 (June 25, 2021): 276–79. http://dx.doi.org/10.36552/pjns.v25i2.562.

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Emotional intelligence (EI) is how well we handle ourselves and our relationship. EI may be a social intelligence that will be learned, developed, and improved. Both IQ and EI are needed for success in life. But literature has proved that we need more EI to be successful. Therefore, it should be taught to undergraduate students in order to increase self-confidence, improve interpersonal and communication skills, improve empathy for better patient care, buffer stress, improve problem-solving skills, developed leadership quality and all these characteristics will lead to success in life. In the literature, there are twelve different strategies; a teacher can apply to students to teach the topic effectively. Problem based learning and role-play teaching strategies will be helpful to teach the Emotional Intelligence (EI) effectively and fulfill the four competencies of EI which includes self-awareness, self-motivation, empathy, and inter/intrapersonal skills development. Keywords: Emotional Intelligence, Undergraduate Students, Competencies.

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Molyneux, Tonje. "Preparing teachers for emotional labour: The missing piece in teacher education." Journal of Teaching and Learning 15, no. 1 (May 26, 2021): 39–56. http://dx.doi.org/10.22329/jtl.v15i1.6333.

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A quality education for all children and youth is required for the continued advancement of modern civilization. But this outcome is threatened by a growing international teacher shortage. Increased rates of teacher attrition and reduced rates of enrollment in teacher education programs are driving this shortage; however, research suggests that teacher candidates’ lack of preparation for the emotional labour of teaching is another important contributing factor, one which can be addressed in teacher education programs. The aim of this paper is to explore this problem and surface potential solutions. First, the social historical context of teaching is explored as an entry point to inquiry into this topic. Next, through discussion of the emotional nature of teaching, the thesis that teacher candidates must be prepared to handle the emotional labour of teaching during their teacher education program is advanced. Then, a review of the literature surfaces three key content areas which if addressed during teacher preparation can help prepare teacher candidates to handle the emotional labour of teaching: identity development, emotions and teaching, and social-emotional competence. Finally, these components are included in a theory of change for a new program that could be integrated into existing teacher education programs.

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McLaughlin, Tara, Karyn Aspden, and Linda Clarke. "How do teachers support children’s social–emotional competence? Strategies for teachers." Early Childhood Folio 21, no. 2 (2017): 21–27. http://dx.doi.org/10.18296/ecf.0041.

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Social–emotional skills provide a critical foundation for learning and wellbeing in early childhood and beyond. In this article we present specific teaching strategies that teachers can implement within the context of supportive, responsive relationships to foster young children’s developing social–emotional competence. The teaching strategies represent practices that have been identified and validated by a range of New Zealand kindergarten teachers and stakeholders from a larger research project focusing on teacher practices. The role of teachers’ intentionality and pedagogical decision making is discussed to ensure practices identified are implemented in developmentally, culturally, and individually appropriate ways in New Zealand early childhood settings.

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Tehdit, Huseyin. "Investigation of cognitive, psychomotor and social emotional progress in primary schools by directors’ ideas." International Journal of Innovative Research in Education 7, no. 1 (June 30, 2020): 32–46. http://dx.doi.org/10.18844/ijire.v7i1.5548.

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The aim of this study was to identify the ideas of the directors about the progress of cognitive, psychomotor and social-emotional skills of the primary fifth-grade teaching programme. This study is qualitative and it is conducted by case study and intertwined case patterns. A total of 12 directors (7 principals and 5 assistant principals) participated in this study who are working in schools in Nicosia district. These schools are linked to the Ministry of Education. Data were collected by semi-structured interviews and were analysed by content analysis. According to the results of this study, students studying in the fifth grade reached the teaching programme’s aims, i.e., 59.83% in the cognitive domain, 42.2% in the psychomotor domain and 76.52% in the social-emotional progress domain. The negative reasons of these results respectively are teachers, individual differences, teaching programme, curriculum incompatibility, lack of infrastructure and college exams. Keywords: Cognitive development, teaching programme, psychomotor development (motor), social-emotional development (affective).

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Tehdit, Huseyin. "Investigation of the cognitive, psychomotor, and social emotional progress in primary schools by directors’ ideas." International Journal of Innovative Research in Education 8, no. 1 (June 30, 2021): 12–26. http://dx.doi.org/10.18844/ijire.v8i1.5537.

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The aim of this study is to identify the ideas of the directors about the progress of cognitive, psyhomotor, and social-emotional aims which are aimed in the primary fifth class teaching programme. This study is qualitative, and it is performed by case study and intertwined case pattern. 12 directors (7 principals and 5 assistant principals) has participated in this study who are working schools in Nicosia district. These schools are linked to the Ministry of Education. Data have been collected by a semi-structured interview. They have been analysed by content analysis. According to the results of this study students who are studying in fifth classes have been reached the teaching programme aims 59.83% in the cognitive domain, 42.2% in psychomotor domain, and 76.52% in social-emotional progress domain. The negative reasons for these results, respectively, are teachers, individual differences, teaching programmes, curriculum incompatibility, lack of infrastructure, and college exams. Keywords: Cognitive development, teaching programme, psychomotor development (motor), social-emotional development (affective).

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Cullen, Jennifer, Geraldine Bloemker, Jeannette Wyatt, and Michele Walsh. "Teaching a Social and Emotional Learning Curriculum: Transformative Learning through the Parallel Process." International Journal of Higher Education 6, no. 6 (December 18, 2017): 163. http://dx.doi.org/10.5430/ijhe.v6n6p163.

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Social and emotional learning (SEL) curriculum included among freshman seminar content for enhanced academic performance and better overall adjustment, can support freshman in the transition from high school to college. As such, the university participating in this study has increased the number of students taking freshman seminars. To accommodate the increase in SEL sections, several nonclinical faculty members were invited to teach the seminar which required training in the SEL curriculum. The purpose of this study was an exploratory assessment of the process of teaching the SEL curriculum to determine the perceived impact of both the training and teaching experience on the faculty members and their teaching styles. This was a qualitative study, using a systematic thematic content analysis of transcribed interviews. Results indicated the emergence of several themes that highlighted a transformative learning experience for the faculty and indicated that there is a parallel process in teaching and learning.

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Morgan, Joseph J. "Social Networking Web Sites Teaching Appropriate Social Competence to Students With Emotional and Behavioral Disorders." Intervention in School and Clinic 45, no. 3 (December 22, 2009): 147–57. http://dx.doi.org/10.1177/1053451209349533.

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Supriyadi, Supriyadi. "Developing The Participative and Collaborative Scientific Writing Materials to Develop The Students' Social and Emotional Intelligence." Technium Social Sciences Journal 25 (November 9, 2021): 840–46. http://dx.doi.org/10.47577/tssj.v25i1.5082.

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The research was aimed at enhanching social, emotional intelligence of students by developing participative, collaborative scientific writing teaching materials based on need analysis. It has three focuses, i.e. introduction study, product design and development, and product effectivity test. The research data consists of field notes, feedback, comments and critics on the product from experts and practitioners. The data is analyzed by using domain analysis technique. The research results in developed product of participative, collaborative scientific writing teaching materials. It has specific characteristics that were different from conventional teaching materials, which have reflection of student participation in identifying purpose and selection of teaching materials that can be used as collaborative, democratic discussion topic for the students. The effectivity test results show that the developed product was better than conventional scientific writing teaching materials. Scientific writing teaching and learning process that utilizes the developed teaching material product significantly impacts on improved social, emotional intelligence, teaching and learning process quality, and scientific writing learning achievement of students. The research results show that all teaching materials used in teaching and learning process at higher education institutions, particularly at Study Program of Indonesian Language and Literature Education, should get through series of development process testing to produce excellent, high quality teaching materials.The research was aimed at enhanching social, emotional intelligence of students by developing participative, collaborative scientific writing teaching materials based on need analysis. It has three focuses, i.e. introduction study, product design and development, and product effectivity test. The research data consists of field notes, feedback, comments and critics on the product from experts and practitioners. The data is analyzed by using domain analysis technique. The research results in developed product of participative, collaborative scientific writing teaching materials. It has specific characteristics that were different from conventional teaching materials, which have reflection of student participation in identifying purpose and selection of teaching materials that can be used as collaborative, democratic discussion topic for the students. The effectivity test results show that the developed product was better than conventional scientific writing teaching materials. Scientific writing teaching and learning process that utilizes the developed teaching material product significantly impacts on improved social, emotional intelligence, teaching and learning process quality, and scientific writing learning achievement of students. The research results show that all teaching materials used in teaching and learning process at higher education institutions, particularly at Study Program of Indonesian Language and Literature Education, should get through series of development process testing to produce excellent, high quality teaching materials.

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Chubbuck, Sharon M., and Michalinos Zembylas. "The Emotional Ambivalence of Socially Just Teaching: A Case Study of a Novice Urban Schoolteacher." American Educational Research Journal 45, no. 2 (June 2008): 274–318. http://dx.doi.org/10.3102/0002831207311586.

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The authors contend that studying emotional perspectives can facilitate understanding of the complexities of socially just teaching. They explore the intersection between emotions and socially just teaching via a case study of a White novice teacher at one urban school as she struggles to formulate socially just teaching practices. Drawing from feminist and critical theory, the authors propose the term critical emotional praxis to denote critical praxis informed by emotional resistance to unjust pedagogical systems and practices. The authors’ analysis may assist in the development of socially just teachers: First, emotions and their expression play an important, ongoing role in socially just teaching, and second, emotional negotiation related to socially just teaching can provide deeper understanding of possible change, perhaps even in counterresponse to wider social, political contexts of schools.

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Park, Yang Seon, and Mun-Hong Choe. "Applying Social-Emotional Learning to Teaching English in a Vocational High School." Secondary English Education 11, no. 2 (May 31, 2018): 53–78. http://dx.doi.org/10.20487/kasee.11.2.201805.53.

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Nabors, Laura, April Poteet, Clare Zlatic Blankemeyer, and Allison Kamphaus. "Adolescents as Coaches during Service-Learning: Teaching Children Social and Emotional Skills." Child & Youth Care Forum 48, no. 5 (April 1, 2019): 719–36. http://dx.doi.org/10.1007/s10566-019-09503-x.

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Hunt, Ava, and Roger Wooster. "Social distancing without emotional distancing?¹." Journal of Applied Arts & Health 12, no. 3 (December 1, 2021): 393–401. http://dx.doi.org/10.1386/jaah_00080_1.

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The COVID-19 pandemic has impacted every aspect of society and no more so than in educational applications of theatre for children in schools. This article explores the complexities of what applied theatre/drama offer the young to think critically and develop empathetic human relationships crucial to sound mental health. The article’s authors reaffirm ways in which applied theatre/drama and TIE have contributed to healthy social development through contributions to the Personal, Social and Health Education curriculum. Cited are recent projects with compromised praxis in the face of the pandemic. Identified is a shift in educational priorities that are returning to traditional approaches in place of wider heuristic social education. Consequent moves to online teaching and imposition of social distancing has led to concerning levels of social distancing potentially impacting negatively on mental health of the young. However, applied theatre/drama disciplines play a particular role in facilitating emotional maturity through critical thinking.

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Belfield, Clive, A. Brooks Bowden, Alli Klapp, Henry Levin, Robert Shand, and Sabine Zander. "The Economic Value of Social and Emotional Learning." Journal of Benefit-Cost Analysis 6, no. 3 (2015): 508–44. http://dx.doi.org/10.1017/bca.2015.55.

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There is a growing body of research emphasizing the advantages of teaching students social and emotional (SE) skills in school. Here we examine the economic value of these skills within a benefit-cost analysis (BCA) framework. Our examination has three parts. First, we describe how the current method of BCA must be expanded to adequately evaluate SE skills, and we identify important decisions analysts must make. Second, we review the evidence on the benefits of SE skills, again noting key methodological issues with respect to shadow pricing. Finally, we perform BCA of four selected social and emotional learning (SEL) interventions: 4Rs; Second Step, Life Skills Training; and Responsive Classroom. These analyses illustrate both methodological and empirical challenges in estimating net present values for these interventions. Even with these challenges, we find that the benefits of these interventions substantially outweigh the costs. We highlight promising areas of research for improving the application of BCA to SEL.

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Nanquil, Luisito M., and Crisanta T. De Leon. "DISCOVERING AND APPLYING MINDFULNESS IN ENGLISH LANGUAGE TEACHING: A BOOK-REVIEW." Linguistic Forum - A Journal of Linguistics 3, no. 1 (March 30, 2021): 28–29. http://dx.doi.org/10.53057/linfo/2021.3.1.br2.

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At the time when students and teachers are experiencing all the negative thoughts and emotions caused by transitions and changes which have come to their lives spontaneously, the power of mindful thinking plays an imperative role. One of the steps in promoting and maintaining social, and emotional well-being of people is to be connected. But a number of people do not know when and how to spark mindfulness and well-being to others. They think there are so many thoughts that linger on their minds and overload of those issues make them feel weary. As teachers handle several issues in the classroom and virtual world, their personal well-being which includes social, emotional, and mental being is pressed also. It is the intention of the reviewer to examine this widely circulated material that aims to inform or orient readers particularly professionals like teachers among others on how they can practice mindfulness to sustain and protect emotional and social well-being.

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Jomaa, Hajar, Cheryll Duquette, and Jessica Whitley. "Elementary Teachers’ Perceptions and Experiences Regarding Social-Emotional Learning in Ontario." Brock Education Journal 32, no. 1 (January 19, 2023): 9–37. http://dx.doi.org/10.26522/brocked.v32i1.948.

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Social-emotional learning (SEL) is an essential part of students’ learning journey. Teachers’ perceptions of SEL have been associated with teaching outcomes and the effectiveness of its implementation in classrooms. In Ontario, SEL is a mandated component of some curricular areas. It is important to consider teachers’ perceptions and experiences regarding SEL because a teacher who is confident in implementing SEL strategies may contribute to positive social, emotional, and academic outcomes for their students. This study explored teachers' perceptions and experiences regarding SEL before and during the COVID-19 pandemic. Three elementary teachers in Ontario implementing SEL practices took part in a semi-structured interview that followed a modified version of Seidman’s (2019) three-interview protocol, and was informed by the CASEL (2021b) framework. Research findings reveal for the first time in the literature elementary teachers’ perceptions and experiences on SEL during the COVID-19 pandemic in Ontario. The benefits and barriers of teaching SEL competencies to students were discussed, as were the SEL strategies implemented by the teachers and professional development received on it. Implications for practice were also described.

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Bjelobrk Babić, Ozrenka, Milica Drobac-Pavićević, and Tanja Stanković-Janković. "Music Preferences and Enjoyment of Music as Predictors of Involvement of Teacher Studies Students in Music Teaching." Društvene i humanističke studije (Online) 7, no. 3(20) (October 30, 2022): 315–34. http://dx.doi.org/10.51558/2490-3647.2022.7.3.315.

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The study of musical preferences, enjoyment of music and students’ involvement in teaching, as a current topic worthy of attention, deserves a multidisciplinary approach. Therefore, the aim of this research is to determine the predictive power of music enjoyment and musical preferences on students’ cognitive, emotional and social involvement in music teaching, as well as on their overall involvement in music teaching, which includes all three mentioned aspects. The sample included 183 teacher studies students from four university centers in Bosnia and Herzegovina. Research findings confirm that enjoyment of music, based on internal motivation, is a predictor of greater involvement (cognitive, emotional and social) of students in music lessons. Musical preferences are statistically significant as a model, but they do not make a statistically significant partial contribution to the prediction of cognitive, emotional and social involvement of students in music classes. It is clear that the research findings open up the „old-new” issues of the quality of music in society, detours or some „new avant-garde”. The recommendations brought by this research are reflected in the greater activation of the emotional dimension of university music teaching, which must be closely related to the cognitive and social aspects of music. The key to success, the experience of the lecturer, and thus the atmosphere in lessons, is primary for the quality of students’ involvement in the teaching process. We need high-quality, creative and at the same time fun and emotionally rich music teaching in order to create a path of faith into stimulating and healthy development of the students’ versatile personalities with a developed attitude towards music preference.

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Tuyakova, Ulbossyn, Bibianar Baizhumanova, Lyazzat Alekeshova, and Aigul Karimova. "Development of emotional intelligence among future teachers using interactive educational technologies." LAPLAGE EM REVISTA 7, Extra-D (July 25, 2021): 646–58. http://dx.doi.org/10.24115/s2446-622020217extra-d1150p.646-658.

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The article investigates emotional intelligence and the modes of its formation and development among future social teachers. The hypothesis: the use of interactive educational technologies in teaching humanitarian subjects among future social teachers in practical classes in the form of socio-psychological training (TPS) contributes to the development of emotional intelligence. Students at the Faculty of Social Sciences of L.N. Gumilyov Eurasian National University (ENU after L.N. Gumilyovy) and students from the Faculty of Pedagogy at K.Zhubanov Aktobe Regional State University participated in the study. To achieve the goals, humane disciplines for social teachers used the SPT with the aim of updating students' creative potential, developing empathy and other components of emotional intelligence (EI). An analysis of EI indicators for subjects in the early and late stages of the study confirmed our hypothesis that the use of interactive educational technologies in teaching humanitarian subjects among future social teachers in the form of socio-psychological training (TPS) has a positive impact on o formation and further development of the intrapersonal and interpersonal aspects of emotional intelligence.

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Elmi, Chiara. "Integrating Social Emotional Learning Strategies in Higher Education." European Journal of Investigation in Health, Psychology and Education 10, no. 3 (August 26, 2020): 848–58. http://dx.doi.org/10.3390/ejihpe10030061.

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Social and emotional learning (SEL) strategies develop skills linked to cognitive development, encourage student focus and motivation, improve relationships between students and teachers, and increase student confidence and success. More attention should be paid to students’ emotions in higher education to enhance students’ engagement in the classroom and improve social awareness (i.e., respecting others, understanding other perspectives, providing help to those who need it), motivation, and academic achievement. This article focuses on the implementation of practices that promote SEL in higher education and science, technology, engineering, and mathematics (STEM) programs. The paper aims to assess the academic and behavioral-related outcomes of applying SEL in mineralogy, an Earth science introductory course in a four-year university. The results of the present paper reveal that instructional practices supporting SEL are suited for engaging and stimulating learners’ multiple intelligences. The observed student course assessment performance suggests that integrating SEL may be a viable strategy for promoting student interest in science, building stress resilience, and creating more positive engagement with students. The instructional practices reported in this paper could support science instructors in designing teaching methods that promote self-management and social awareness to increase students’ academic outcomes.

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Crane, A. Geoffrey, Michelle L. Cormier, Robyn N. Taylor, and James D. A. Parker. "Teaching emotional and social competencies: Efficacy of a work readiness program designed for vulnerable youth." Work 67, no. 2 (November 9, 2020): 407–18. http://dx.doi.org/10.3233/wor-203290.

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BACKGROUND: As emotional and social competency training proliferates within a work readiness context, concerns remain regarding their efficacy. Data on these programs tends to be scarce and outcome objectives are often poorly defined. OBJECTIVE: Authors developed and tested a work readiness emotional and social competency program specifically designed for at-risk young adults, tailored with best practices in mind. METHOD: 84 clients of a community organization that provides employment support to young adults with disabilities (48 men and 36 women) with a mean age of 28.17 years (SD = 11.64) completed measures of emotional intelligence and alexithymia on either side of the 4-week intervention. RESULTS: Men’s interpersonal scores and women’s adaptability scores showed significant improvement across the intervention. In addition, women’s scores in both identifying and describing feelings improved significantly, as did men’s scores in describing feelings. CONCLUSIONS: Within the context of work readiness, participants in an intervention to improve emotional and social competencies can see key improvements to competencies linked to occupational attainment.

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Tatminingsih, Sri. "COLOURED STICK: TEACHING WITH A COMPREHENSIVE GAME FOR IMPROVING CHILDREN’S SOCIAL-EMOTIONAL ABILITY IN KINDERGARTEN." Különleges Bánásmód - Interdiszciplináris folyóirat 5, no. 1 (March 29, 2019): 59–65. http://dx.doi.org/10.18458/kb.2019.1.59.

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The emotional ability must be properly managed in order to survive and adapt to social life so that social and emotional abilities can be trained from an early age. As a part of early childhood, kindergarten is one of the most effective places to help children develop social and emotional abilities effectively through play activities. Thus, kindergarten teachers need to find alternative activities and play equipment that can stimulate socio-emotional abilities. One way is by means of the game "Coloured Stick" made of pieces of wood that are developed by combining three types of games, namely constructive games, educational games, and traditional games. This teaching tool can be applied in an integrated manner in kindergarten learning activities, which include the opening, core, and cover with a strategy that varies according to the indicators of social-emotional development. The learning process is the use of the game "Coloured Stick" which is systematically designed and integrated so as to facilitate its application. The application of this tool was tested in small groups of 8 students over eight meetings in July and August 2015, and a large group of 14 students over 12 meetings in August and September 2015 in Fithria Islamic Kindergarten, South Jakarta. Subjects in the test groups were teachers and kindergarten students. The results of both the trial groups were seen from the difference between initial and final assessments. The small trial group results increased by 0.1 points (4.88%) up to 0.29 points (9.76%) whereas the large trial group results increased by 0.05 points (1.63%)to 0.93 points (30.83%). Descriptive this increase occurred in the child are varied and each child's progress in socio-emotional capabilities in the grain or indicators of social-emotional abilities are different. This is very possible because each child has a differing ability to absorb the learning content. The results show that the colored sticks game tool can help children develop social skills because the learning process can be carried out in groups. In addition to boosting the child's emotional development, it can also help children develop confidence and respect for themselves, not become easily frustrated because the concepts are according to the age and development of the children, and to exercise patience because they have to wait for their turn to play.

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Ayantas, Tolgahan. "Aesthetic value teaching in social studies textbooks." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 4 (September 24, 2019): 87–92. http://dx.doi.org/10.18844/prosoc.v6i4.4359.

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The purpose of this qualitative study is to evaluate how the aesthetic value is handled in social studies textbooks. In this study, document analysis was used. Firstly, the sections devoted to the teaching of aesthetic value in the social studies curriculum were examined. After the social studies, curriculum was reviewed it was found that only two of the textbooks (the 5th and 7th grades social studies textbooks) contained sections that taught aesthetic value. The findings of the research indicate that values education has a significant place in the social studies curriculum (2018), but the teaching of aesthetic value is very scarce in social studies textbooks. Aesthetic value is being taught by giving only examples of historical buildings or historical relicts. Aesthetic value has not presented in the context of creativity, beauty, thinking of beauty, meaning of beauty, creation of beauty or the emotional and intellectual basis of beauty. Keywords: Aesthetic value, values education, social studies textbooks, social studies teaching.

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Bhatnagar, Ruchi, and Joyce Many. "Teachers Using Social Emotional Learning: Meeting Student Needs during COVID-19." International Journal of Technology in Education 5, no. 3 (August 26, 2022): 518–34. http://dx.doi.org/10.46328/ijte.310.

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Unique challenges arose for teachers during COVID-19 to be effective not just academically, but also in providing social-emotional support. Through a case study of 23 novice teachers prepared by our college we examined teachers’ perception about the use of social-emotional learning (SEL) in their teaching, strategies for impacting student learning and development, and challenges faced due to online or hybrid teaching modalities. Results indicated that teachers felt a great need to focus on fostering supporting relationships with students, building trust, creating a positive classroom climate, acknowledging the trauma students had been through, and building strong home-school connections. Their biggest concern was increasing student engagement and motivation and reducing stress in the academic setting. Fostering a sense of classroom community and peer interactions was especially important when more than half the class was online. Teachers incorporated interactive methods and hands-on learning to make instruction engaging for students, focused on soft skills, and used formative assessments to address student learning needs. The study showed that SEL is critically important in the context of COVID-19 to include trauma-informed pedagogies, teacher self-care, and need for SEL related professional development.

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Wood, Peter. "Annual Conference 2015 paper ‘It’s something I do as a parent, it’s common sense to me’ – Non-teaching staff members’ perceptions of SEAL and their role in the development of children’s social, emotional and behavioural skills." Psychology of Education Review 40, no. 2 (2016): 39–43. http://dx.doi.org/10.53841/bpsper.2016.40.2.39.

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The ‘Social and Emotional Aspects of Learning’ (SEAL) initiative is a curriculum-based resource aimed at developing all children’s social, emotional and behavioural skills across England and Wales. Devised as a tool to improve such skills by enhancing levels of emotional intelligence, SEAL is a scheme that utilises whole-school work such as classroom based lessons, assemblies, small group sessions and intervention with individual children. Although subsequent studies of the initiative have identified favourable outcomes, few have captured how the scheme is being interpreted or used by schools and their staff members. Drawing on empirical data gathered during a three-year study that investigated the interpretation and use of SEAL in primary schools, I present the accounts of a range of non-teaching primary school staff members, including teaching assistants, welfare assistants, and pastoral staff, who utilise the scheme in their individual roles, within their respective schools. The views offered by these staff members illustrate how their interpretation and use of SEAL is influenced by the behaviours and skills they have gained as parents, and how these ‘funds of knowledge’ (Gonzalez, Moll and Amanti 2005) have positioned them as competent social, emotional and behavioural facilitators. With reference to Hochschild’s (1983) concept of ‘emotional labour’, Osgood’s (2005) work on ‘educare’, and their links to Gee’s (2008) notion of ‘everyday knowledge’, this paper will consider the role of non-teaching, primary school staff in the development of children’s social, emotional and behavioural skills and ask if such work is, indeed, ‘common sense’.

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Suganda, Lingga Agustina, Ismail Petrus, and Zuraida Zuraida. "EFL Teacher’s Code Switching in the Social Emotional Learning Context." Indonesian Research Journal in Education |IRJE| 5, no. 2 (August 20, 2021): 317–44. http://dx.doi.org/10.22437/irje.v5i2.12195.

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The use of Indonesian, besides English, in an English as a Foreign Language (EFL) classrooms is common in Indonesia. This case study investigated the code switching used by the EFL teacher in the Social Emotional Learning (SEL) context. It was conducted in the English SEL model class at a secondary school in Indonesia. The data were collected using observation, interview, Social Emotional Competence Questionnaire (SECQ), and a SEL self-reflection tool. The results highlighted that (1) code switching is the medium of instruction used by the EFL teacher to accommodate all the teaching and learning activities in the social-emotional learning context, (2) using code switching in the EFL classroom discourse is one of the teacher social emotional competencies, and (3) code switching has a positive role to build teacher and students’ social-emotional skills. Teachers who code switch can strongly support the growth of academic and social-emotional skills in EFL learning context.

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Journal articles on the topic 'Social-emotional teaching'

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