Relevant bibliographies by topics / Transformative social and emotional learning

Academic literature on the topic 'Transformative social and emotional learning'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Transformative social and emotional learning.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Transformative social and emotional learning"

1

Davis, Kimberly K., David D. Christian, Richard Hammett, Gary Low, and Tanya Seagraves-Robinson. "Social Emotional Learning: An Appreciative Approach to Teacher Development." AI Practitioner 23, no. 3 (September 1, 2021): 122–35. http://dx.doi.org/10.12781/978-1-907549-48-9-16.

Full text
Abstract:
This article describes a study of an appreciative approach to support teachers in learning how to support children up to 18 years old in the fields of social emotional learning (SEL) and Transformative Emotional Intelligence (TEI).
APA, Harvard, Vancouver, ISO, and other styles
2

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
3

Davis, Kimberly, David D. Christian, Richard Hammett, Gary Low, and Tanya Seagraves-Robinson. "Social Emotional Learning: A Case for Appreciative Inquiry to Develop TEI/SEL Skills." AI Practitioner 24, no. 2 (May 25, 2022): 81–100. http://dx.doi.org/10.12781/978-1-907549-51-9-16.

Full text
Abstract:
This article, part three of a project using Appreciative Inquiry (AI) to develop transformative emotional intelligence/social-emotional learning skills (TEI/SEL) in teachers, provides a follow up case study of two teachers.
APA, Harvard, Vancouver, ISO, and other styles
4

Avsec, Stanislav, and Vesna Ferk Savec. "Pre-Service Teachers’ Perceptions of, and Experiences with, Technology-Enhanced Transformative Learning towards Education for Sustainable Development." Sustainability 13, no. 18 (September 18, 2021): 10443. http://dx.doi.org/10.3390/su131810443.

Full text
Abstract:
Teacher education for sustainable development (ESD) is faced with continuing unsustainability trends, which require deep and enduring social transformation. Transformative learning is a possible solution to facilitating reflection on the cognitive and socio-emotional processes underpinning students’ learning towards sustainability. The purpose of this paper is to investigate students’ perceptions of, and experiences with, technology-enhanced self-directed learning and design thinking as possible moderators of transformative learning in order to advance the concept and practice of teacher ESD. These perceptions and experiences are represented by 225 pedagogical and non-pedagogical students from the University of Ljubljana, asked to respond anonymously to three online questionnaires in May and June 2021. Findings indicate that strengthening the transformative aspect of ESD in pre-service teachers requires the consideration of critical reflection, self-awareness, risk propensity, holistic view and openness to diversity, and social support. Moreover, self-directed learning was found to be a moderator for transformative learning among pre-service science teachers, while design thinking was evenly developed among transformative learning for both low- and high-ability students, no matter the study programme. The conditioning factors and explanatory arguments for these results are also discussed.
APA, Harvard, Vancouver, ISO, and other styles
5

De Klerk, Edwin Darrell, June Monica Palmer, and Alfred Modise. "Re-prioritizing Teachers’ Social Emotional Learning in Rural Schools Beyond Covid-19." Journal of Ethnic and Cultural Studies 8, no. 2 (February 17, 2021): 68. http://dx.doi.org/10.29333/ejecs/563.

Full text
Abstract:
The inception of lockdowns by governments across the globe to control the spread of the COVID-19 pandemic has exposed many disparities in rural societies, particularly on the African continent. The social, cultural, and psychological processes have elicited variations in teachers’ responses to the devastating pandemic, illuminating African cultural realities in the quest for creating quality delivery of teaching and learning in schools. When teachers regard themselves as transformative change agents and not merely as oppressed people, this confirms their social identities and cultures and afford them opportunities to engage in critical reflection on the messages they convey in their classrooms. This case study employs semiotic analysis to explore some socio-cultural messages and emotional behaviours teachers exchange unwittingly in schools. Interviews were conducted via e-mail, as face-to-face contact with the respondents was not possible. The findings indicate that teachers conceive of themselves as disempowered “lay people” who are ill-equipped to respond adequately to situations such as the coronavirus pandemic, but are, nonetheless, “accountable” to the communities they serve. As its contribution, this paper presents teachers with the Social-Emotional coping skills of individual awareness, social awareness, and self-discovery, to help them thrive during periods of uncertainty. A semiotic reflection on the learning environment may empower teachers with inclusive and transformative strategies for ensuring their own and learners’ emotional well-being in a non-threatening learning environment beyond COVID 19.
APA, Harvard, Vancouver, ISO, and other styles
6

Ojala, Maria. "How Do Young People Deal with Border Tensions When Making Climate-Friendly Food Choices? On the Importance of Critical Emotional Awareness for Learning for Social Change." Climate 10, no. 1 (January 14, 2022): 8. http://dx.doi.org/10.3390/cli10010008.

Full text
Abstract:
If we are going to be able to fight climate change in an effective way there is a need for a profound sustainability transformation of society. The question is how everyday pro-environmental behavior such as climate-friendly food choices should be looked upon in this context: as something that hides the need for structural change, or as a starting point for a profound transformation? The aim is to discuss how emotions related to conflicts encountered when trying to make everyday climate-friendly food choices in a society that is not always sustainable can be used to promote transformational learning. Interviews were performed with 15 adolescents. Emotions felt in relation to conflicts and how the youth cope were explored. The results show that the youth mainly felt individualized emotions of guilt, helplessness, and irritation and that they coped primarily by distancing themselves from emotions felt, but also sometimes in a problem-focused way and through positive reappraisal. Results are discussed in relation to theories about critical emotional awareness and prefigurative politics. It is argued that by taking account of emotional aspects related to everyday conflicts in a critical manner, issues such as justice could be brought to the surface and transformative learning could be enhanced.
APA, Harvard, Vancouver, ISO, and other styles
7

Ciechanowska, Dorota, and Agnieszka Kozerska. "FEELINGS OF LONELINESS OF EDUCATIONALLY ACTIVE WOMEN IN THE CONTEXT OF THE COVID-19 PANDEMIC EXPERIENCE." Zeszyty Naukowe Wyższej Szkoły Humanitas w Sosnowcu. Pedagogika 1(25) (June 30, 2022): 125–36. http://dx.doi.org/10.5604/01.3001.0016.0781.

Full text
Abstract:
The purpose of this study is to: 1. determine changes in levels of loneliness among educationally active women before and during the COVID19 pandemic; 2. examine the relationship between social support, life satisfaction, experience of transformative learning manifestations, and experience of social and emotional loneliness among younger (< 30 years) and older (30+) women. Methods: Data were collected using an online test method. The research sample consists of 258 educationally active women living in northwestern Poland. Age of women surveyed: from 19 to 87 years. Findings: During the pandemic, the emotional loneliness of the surveyed women increased. The level of social loneliness remained unchanged. Social support is a protective factor. The level of loneliness correlates negatively with life satisfaction and positively with perceiving in oneself manifestations of transformative learning. The latter regularity applies only to younger women.
APA, Harvard, Vancouver, ISO, and other styles
8

DeMartino, Linsay, Lisa Fetman, DeAnne Tucker-White, and Amanda Brown. "From freedom dreams to realities: Adopting Transformative Abolitionist Social Emotional Learning (TASEL) in schools." Theory Into Practice 61, no. 2 (February 23, 2022): 156–67. http://dx.doi.org/10.1080/00405841.2022.2036062.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Mercer, Dave, Heidi Kenworthy, and Ian Pierce-Hayes. "Making rhetoric a reality: inclusion in practice as “transformative learning”." Mental Health and Social Inclusion 20, no. 2 (May 9, 2016): 110–18. http://dx.doi.org/10.1108/mhsi-01-2016-0004.

Full text
Abstract:
Purpose – “Inclusivity” and “empowerment” are central concepts in the philosophy of nursing practice and education. Recent professional concern has focused on the need to embed compassion in healthcare cultures where practice contributes to learning. The purpose of this paper is to explore an innovative partnership approach to undergraduate placement provision for adult-general nursing students in the context of learning disability and mental health. Design/methodology/approach – Critical discussion focuses on evaluation of a non-clinical placement centred on the health and social care of individuals with a learning disability or mental health needs. Two projects from practice around healthy living and hate crime illustrated the value of transformative learning as a pedagogic philosophy. Findings – Student feedback offered insight into social and cultural processes that impact on practice-based learning, and factors promoting inclusive engagement. Such included the context of identity formation, narrative as an evidence-base for caring, and personal/emotional growth through critical reflection. Practical implications – Evaluation provided a platform to re-think model(s) of clinical practice learning in healthcare education derived from a non-clinical placement. There are tangible benefits for sustaining value-led practice at a time of political change in the way health services are configured and delivered. Social implications – When engagement with the principles of inclusivity and empowerment become part of the lived-experience of the nursing student, longer-term recognition and retention of caring, and enabling values are more likely to endure. Originality/value – The emotional development and skills acquired by nursing students transfer to all branches of the profession by revitalising core conditions of compassion, respect, dignity, and humanity.
APA, Harvard, Vancouver, ISO, and other styles
10

Murakami, Christopher Daniel, Andrea Hawkman, Crystal Kroner, and Jo Anna O'Neill. "“Follow Through”: Poetic Representation of Action Planning for Social Justice." Art/Research International: A Transdisciplinary Journal 3, no. 1 (March 1, 2018): 69–89. http://dx.doi.org/10.18432/ari29248.

Full text
Abstract:
During an historic semester of student led protests for social justice, the University College of Education (pseudonym) facilitated an action planning session for diversity, inclusion, and social justice. This paper is guided by the question, how can data gathered from an action planning meeting on diversity, inclusion, and social justice be a/r/tographically (Irwin & De Cosson, 2004) represented to support self-awareness and transformative learning experiences? The four co-authors engaged in poetic representation (Ward, 2011) and describe how the data analysis and poem construction yielded opportunities for critical reflection in pursuit of educational equity. This work calls for continued dialogue, action, and emotional commitment to address issues of marginalization in education. The potential of arts-based research to help mediate transformative and lifelong learning regarding diversity and inclusion are discussed.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Transformative social and emotional learning"

1

Farhangpour, Parvaneh Nikkhesal. "Transformative learning through a youth enrichment programme in search of talisman /." Diss., Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-08182003-094840/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Griffiths, Kerryn Eva. "Discovering, applying and integrating self-knowledge : a grounded theory study of learning in life coaching." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/37245/1/Kerryn_Griffiths_Thesis.pdf.

Full text
Abstract:
Professional coaching is a rapidly expanding field with interdisciplinary roots and broad application. However, despite abundant prescriptive literature, research into the process of coaching, and especially life coaching, is minimal. Similarly, although learning is inherently recognised in the process of coaching, and coaching is increasingly being recognised as a means of enhancing teaching and learning, the process of learning in coaching is little understood, and learning theory makes up only a small part of the evidence-based coaching literature. In this grounded theory study of life coaches and their clients, the process of learning in life coaching across a range of coaching models is examined and explained. The findings demonstrate how learning in life coaching emerged as a process of discovering, applying and integrating self-knowledge, which culminated in the development of self. This process occurred through eight key coaching processes shared between coaches and clients and combined a multitude of learning theory.
APA, Harvard, Vancouver, ISO, and other styles
3

Miao, Ching. "Transformative learning and social transformation, a cross-cultural perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0025/MQ50488.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Hardy, Sarah J. "The Role of Leadership in Social-emotional Learning Implementation: Making Sense of Social-emotional Learning Initiatives." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107979.

Full text
Abstract:
Thesis advisor: Vincent Cho
The Role of Leadership in Social-Emotional Learning Implementation: Making Sense of Social-Emotional Learning Initiatives by Sarah J. Hardy Dr. Vincent Cho, Chair, Dr. Elida Laski, Reader, Dr. Ingrid Allardi, Reader Social-emotional learning (SEL) is an essential component of every student’s education. District leaders play an important role in the development and implementation of SEL programs in schools. This qualitative case study explored the strategies used by district leaders in supporting sensemaking of SEL initiatives as they were implemented. Data were collected through semi-structured interviews with district and school leaders, focus group interviews with teachers, and a document review. Findings revealed district leaders employed strategies in the broad areas of setting direction, developing people, and redesigning the organization (Leithwood et al., 2004). However, there was no district-wide, unified vision for SEL programming, and the majority of SEL reform was advanced by principals. SEL interactions mostly occurred between principals and teachers, and between members of the teaching staff. SEL interactions were focused on essential principles of SEL initiatives, procedural information about SEL implementation, and crisis-driven support for individual students. Some interactions supported sensemaking. One recommendation of this study is to set a district-wide vision for SEL learning to align practices and provide a framework for principal autonomy. This study also recommends establishing structures that support collaboration in order to promote sensemaking through SEL interactions
Thesis (EdD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
APA, Harvard, Vancouver, ISO, and other styles
5

McGarrigle, Donna M. "The Role of Leadership in Social-Emotional Learning Implementation: Principal and Counselor Practices to Support Social-Emotional Learning." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107977.

Full text
Abstract:
Thesis advisor: Vincent Cho
This case study of a public school district in the Northeast United States explores the leadership practices of elementary and middle school counseling staff and principals in supporting SEL, using a distributed leadership framework (Spillane, 2006). Data sources included 24 interviews with administrators, guidance counselors and social workers and document review. Findings indicate counseling staff support students and staff in a variety of ways through both formal and informal leadership practices. Principals support SEL by establishing SEL programs or strategies to match the needs of their student population. Two different models were found for how guidance counselor and social worker responsibilities are structured. The most common model, in six of the nine schools, is a tiered model where guidance counselors work with the majority of students on academic support/monitoring and delivering SEL lessons. Social workers focus on smaller numbers of students with more intensive needs. The second but less common model, in three of the nine schools, does not differentiate the roles of social workers and guidance counselors and instead assigns responsibilities by grade level. Concerns with this second model were raised by some administrators and several counselors. The quality of peer and administrator relationships was reported to be supportive and collaborative in the schools with differentiated roles. In the non-differentiated schools, it varied, and was related to shifting staff, a misunderstanding of the role differences, and challenges in developing collaborative relationships. Recommendations include assessing support structures to ensure the model adequately supports the SEL needs of the school
Thesis (EdD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
APA, Harvard, Vancouver, ISO, and other styles
6

Price, Alan Charles. "Action research in outdoor learning : promoting social and emotional learning in young people with social emotional and behavioural difficulties." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7428/.

Full text
Abstract:
This research applies a non-typical action research approach to design, implementation and monitoring of an outdoor learning intervention situated within a UK special school for learners with social emotional and behavioural difficulties (SEBD). The rationale for the research is based upon practitioner assumptions that an earlier skills orientated outdoor learning curriculum was inappropriate and that change was required to incorporate opportunities for the learners to develop their social and emotional learning (SEL) skills. The thesis describes the historical role of outdoor learning in relation to SEBD intervention and applies structuration theory (Giddens, 1984) to gain an understanding of previous outdoor learning interventions. The theory has also been used to create a narrative from which to describe the augmentation of SEL skills within the participant group. It was found that SEL augmentation in individuals contributed toward the production of improved social structures within the participant group. Participant attendance on the outdoor learning intervention is also reviewed in the context of alternative curriculum discourse. It was found that participants had improved attendance, punctuality and motivation on intervention days.
APA, Harvard, Vancouver, ISO, and other styles
7

Ramlachan, Molly. "Social movement learning: collective, participatory learning within the Jyoti Jivanam Movement of South Africa." University of the Western Cape, 2014. http://hdl.handle.net/11394/4301.

Full text
Abstract:
The purpose of this research paper is to explore and examine the nature of learning within the context of and situated within a social movement. Based on an exploratory qualitative study of learning within the Jyoti Jivanam Movement of South Africa, this research explores the nature and purpose/s of learning within a social movement. Accordingly, this study is guided by the research questions: How and why do adults learn as they collectively participate in social movements; and what factors facilitate, contribute, hinder and influence learning within social movement? This study confirms that social movements are important sites for collective learning and knowledge construction. For this reason, social movements need to be acknowledged as pedagogical sites that afford adults worthwhile learning opportunities. Furthermore, social movements, as pedagogical sites, not only contribute to conceptions of what constitute legitimate knowledge(s), social movements also contribute to the creation of transformative knowledge(s).
Magister Educationis (Adult Learning and Global Change) - MEd(AL)
APA, Harvard, Vancouver, ISO, and other styles
8

Bagelman, Caroline. "Picturing transformative texts : anti-colonial learning and the picturebook." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6134/.

Full text
Abstract:
This project suggests that the exclusion of children from social discourse has been naturalized, and remains largely unchallenged in the West (Salisbury and Styles, 2012, p. 113). While some didactic picturebooks and pedagogies construct and perpetuate this exclusion, I will explore the potential of critical picturebooks and critical pedagogy to counter it. Critical picturebooks and critical pedagogy, I propose, can help to build and support the critical consciousness of readers, transforming their social relations. Specifically, this project is concerned with the exclusion of children from discourse on colonialism in Canada, and it highlights the need for critical consciousness in this area. I suggest that critical picturebooks can play a role in unsettling settler relations, or shifting Canada-Aboriginal relations towards more ethical ones. I therefore offer an anti-colonial pedagogy for picturebooks to facilitate these aims. This pedagogy is generated through putting theory on picturebooks, critical pedagogy, Indigenous methods, as well as local pedagogy in Alert Bay into an interdisciplinary conversation. I begin by asking ‘how can picturebooks function as transformative texts?’ Drawing on picturebook theory, I present five elements of critical picturebooks that make them conducive to transformative social discourse: 1) flexibility of the form (enabling complex, cross-genre narratives); 2) accessibility of composite texts (allowing for multiliteracies); 3) textual gaps in composite texts; 4) their dialogical nature (often being read and analyzed aloud); and, 5) their ability to address content silenced in many educational settings. I hold that “the plasticity of mind” which Margaret Mackey suggests is engendered by the picturebook’s flexible form (explicated by these five elements) also fosters a plasticity of mind in terms of the reader navigating social issues or complex problems presented in its content (as cited in Salisbury and Styles, 2012, p. 91). This dual plasticity positions the picturebook as a valuable and empowering discursive or dialogical tool. If, as Paulo Freire asserts, “it is in speaking their word that people, by naming the world, transform it, dialogue imposes itself as the way by which they achieve significance as human beings”, then it is crucial that children are included in social dialogue that has been typically reserved for adults (Freire, 2000, p. 69). I then discuss the ways in which my participatory action research (PAR) in the community of Alert Bay, British Columbia, illustrates the transformative potentials of picturebooks, and helped to form an anti-colonial pedagogy for picturebooks. Workshops with local children, young adults and adults examined the unique form and content of picturebook narratives. In following with Freire, the aim was not only to explore the pedagogical promise of existing texts, but also to co-develop tools with which participants generate their own self-representations. We focused on developing narratives on food, an important generative theme that connects many facets of life including experiences of colonialism. Through additional conversations and embodied learning activities, I was introduced to local anti-colonial pedagogical methods. I put these experiences into conversation with theories of critical pedagogy put forth by Freire, Ivan Illich, bell hooks and Henry Giroux and a discussion of Indigenous research and pedagogical methods offered by Linda Tuhiwai Smith, Sandy Grande, Leanne Simpson, Lynn Gehl, and curricular resources. This research culminated in making Grease, a picturebook on the importance of oolichan oil to Alert Bay, told from a visitor’s perspective. In creating Grease, I have aimed to practically apply my proposed pedagogy, and make my work available to both Alert Bay and (in the future) to readers farther afield. This is an effort to address the dearth of anti-colonial literature and education available to children in Canada and elsewhere. The final chapter of my thesis serves as an annotative guide to be read alongside Grease. The pedagogy and picturebook combined present tenable ways in which picturebooks can engage children in critical discussions of colonialism and function as transformative texts.
APA, Harvard, Vancouver, ISO, and other styles
9

Youngblood, Sheila. "Teachers' Perspectives on Implementing Social-Emotional Learning Standards." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1527.

Full text
Abstract:
The problem this study addresses is the extent to which social-emotional learning programming is effectively implemented. Since social-emotional learning programming has emerged as a significant aspect of U.S. education, man states have included social-emotional standards and programming as an essential part of the curriculum. Researchers have found that effective reform includes not only emphasis on academic and standardized test scores, but also on social-emotional influences. As a school reform initiative, a Social Emotional Learning (SEL) program is being implemented at a Midwestern high school. The purpose of this qualitative descriptive interview study was to explore the perceived effectiveness of the implementation. The conceptual framework was drawn from Fullan's 6 assertions that serve as a guide to monitor school success when implementing education reforms. The study's guiding questions concerned teachers' perceived supports and challenges in the process of implementation, as well as any perceived role changes they experienced during the process. Eight high school teachers who had taught the SEL classes were interviewed. Data were transcribed, coded for themes using Hatch's typology, and thematically analyzed. The key findings included that participants were supported by the counselors and their peers. However, they encountered implementation challenges including the class schedule, lack of student buy-in, and the need for ongoing supports to facilitate social emotional learning. This study contributes to social change by informing school leaders of best practices necessary to ensure the implementation and sustainability of SEL practices. Social-emotional learning initiatives that implemented with fidelity can improve both the academic and personal success of students.
APA, Harvard, Vancouver, ISO, and other styles
10

Phelan, Derek Phelan Allen. "Social and Emotional Learning Needs of Gifted Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4813.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Transformative social and emotional learning"

1

Emotions, social transformation and education. Pretoria: University of South Africa, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Stone, Clare, and Fiona Harbin. Transformative Learning for Social Work. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-54236-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Tomlinson-Clarke, Saundra M. Social Justice and Transformative Learning. New York : Routledge, 2016. | Series: Routledge research in: Routledge, 2016. http://dx.doi.org/10.4324/9781315739748.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Järvelä, Sanna. Social and emotional aspects of learning. Amsterdam ; Boston: Academic Press, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Jones, Sue. Critical learning for social work students. Exeter [England]: Learning Matters, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Critical learning for social work students. Exeter [England]: Learning Matters, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Ensing, Jean. Children Learning: Personal, social and emotional development. Walton on Thames: Spencer, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Ensing, Jean. Children learning: Personal, social and emotional development. Walton on Thames: Spencer Publications, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Burrus, Jeremy, Samuel H. Rikoon, and Meghan W. Brenneman. Assessing Competencies for Social and Emotional Learning. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003102243.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Igor, Klyukanov, ed. The transformative humanities: A manifesto. New York: Continuum, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Transformative social and emotional learning"

1

Stone, Clare. "Fostering Emotional Intelligence Within Social Work Practice." In Transformative Learning for Social Work, 50–64. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-54236-6_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Espelage, Dorothy L., Luz E. Robinson, and Alberto Valido. "Transformative Social-Emotional Learning and Classroom Management." In Handbook of Classroom Management, 375–87. 3rd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003275312-24.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Carambo, Cristobal. "Social, Cultural and Emotional Contexts of Transformative Learning Environments." In Sociocultural Studies and Implications for Science Education, 155–80. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-4240-6_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Hill, Stuart B. "Transformative Learning Priorities." In Social Ecology and Education, 28–40. New York : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003033462-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Macklem, Gayle L. "Social–Emotional Learning." In Preventive Mental Health at School, 153–72. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-8609-1_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Paolini, Allison. "Social Emotional Learning." In Using Social Emotional Learning to Prevent School Violence, 91–105. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003262183-14.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Wu, Marissa Yi-Hsuan, Erica Frydenberg, and Vicki McKenzie. "Social-Emotional Learning." In Handbook of Positive Psychology in Schools, 149–68. 3rd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003013778-12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Volz, Austin, Julia Higdon, and William Lidwell. "Social-Emotional Learning." In The Elements of Education for Teachers, 85–86. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315101002-43.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Grocott, Lisa. "Social Psychology." In Design for Transformative Learning, 129–44. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429429743-12.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Transformative social and emotional learning"

1

McMain, Emma. "Transformative Education Against Oppression: An Emergent Framework of Social Emotional Learning for Social Emotional Justice." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1683210.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Soutter, Madora. "Teacher Transformative Social and Emotional Learning (SEL) as a Foundation for Student Transformative SEL." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1891160.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Soutter, Madora. "Teacher Transformative Social and Emotional Learning (SEL) as a Foundation for Student Transformative SEL." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1891160.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Ly, Chu. "Transformative Social Emotional Learning Online: Experiences of Children, Parents, and Teachers." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1892425.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Ly, Chu. "Transformative Social Emotional Learning Online: Experiences of Children, Parents, and Teachers." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1892425.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Levine, Rebecca. "Transformative Social-Emotional Learning During the Dual Pandemics of COVID-19 and Racism: Educator Perspectives." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1889070.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Pfister, Theresa. "We Want to Do Better: Exploring the Potential of Transformative Social-Emotional Learning Curriculum in Middle School (Poster 30)." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1925621.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Ortiz, Jose. "Promoting Transformative Learning Through an Exploration of How Social and Political Structures Shape Emotions." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1585154.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Romanovska, Diana. "Preservation of mental health of participants of educational process in а COVID-19 pandemic by means of applied psychology." In National Events on WMHD in Ukraine. N-DSA-N, 2021. http://dx.doi.org/10.32437/nmhdup2021.5.

Full text
Abstract:
The article examines the results of the study of the socio-psychological consequences of the COVID-19 pandemic, which are felt by participants in the educational process, conducted as part of the research «Overcoming the effects of the COVID-19 pandemic in the psychological service of education.» The rating list of social and psychological problems of the participants of the educational process, which are formed by the participants of the online focused interview from Chernivtsi region, is presented. An anonymous online survey of teachers has identified four main features that create a high level of personal anxiety and worsen the state of mental health, and hence the quality of professional teaching: fear of infection; difficulties with the organization of time in terms of distance learning; inability to perform professional tasks in full; emotional exhaustion. The consequences of the pandemic, quarantine, COVID-19 disease on the emotional burnout of teachers are analyzed. The article specifies the tasks of professional activity of specialists of the psychological service of the education system to overcome the consequences of the pandemic. Strategies strategies and means of psychological assistance to pedagogical workers, parents, students are offered for the purpose of prevention of emotional burnout and overcoming of psych emotional exhaustion after illness in the conditions of distance learning: practical-orientation strategy of preservation of mental health, formation of skills of psych hygiene; practical and constructive strategy of achieving emotional balance and mastering new trajectories of emotional response; personality-facilitative as an emotional support of the teacher in the personal-professional transformation to online learning, self-development. Keywords. mental health, socio-psychological consequences, emotional exhaustion, anxiety, strategies and means of psychological assistance
APA, Harvard, Vancouver, ISO, and other styles
10

Abdul Uzza, Aisyamariam, Analisa Hamdan, and Abtar Darshan Singh. "Improving Equity and Inclusion in Education using Virtual and Augmented Reality in Open Distance Learning." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.142.

Full text
Abstract:
School closures due to the COVID-19 pandemic, have caused many countries to transform teaching and learning (T&L) using digital pedagogical techniques and tools. Educators and learners constantly communicated using networked devices such as smartphones and tablets to share content and to track learners’ learning progress. Also, many educational institutions across the globe rapidly built online courses and developed innovative online content in ensuring learning is continuous and responding to the challenges they faced in adapting and conducting online classes. Even though several countries have re-opened schools to foster various needs of learners, the pandemic did not stop education institutions to digitize their T&L approaches. The increasing number of affordable and more durable online courses in an Open Distance Learning (ODL) environment, for example, micro-credentials, have pushed education institutions to develop innovative programs and structures in improving the effectiveness of distance education. According to Ellysse (2021), virtual, augmented, and mixed reality (VR/ AR /MR) environments are more immersive, real, and motivating for learners and should be capitalized to bring a more transformative effect on the learning process. Apart from the effectiveness and impact of learning, it is also imperative that technological applications and use in classrooms should ensure inclusive and equitable principles are included to meet the social and emotional needs of students. Coupled with this, there is also a new generation of students entering college: they are digital natives who are connected 24/7 to their mobile devices (Harris, 2012) and it is important to ensure their learning needs are met too. Research by Sung (2014) using VR/AR combined with collaborative learning and the flexibility of mobile devices for a more ubiquitous experience may aid researchers in further improving inclusivity and equity of learning. Thus, creating lessons for ODL learners using VR/ AR /MR for a more inclusive and equitable environment necessitates looking at emerging pedagogical structures. In this paper, we sought to answer the research question: What are educators' perceptions and attitudes about using VR /AR technologies to improve equity and inclusion in education? Towards this, a qualitative study on the lecturer’s perception using purposive sampling was conducted. An open-ended survey questionnaire with responses from eight academicians were qualitatively analyzed using NVIVO 9. From the findings, most of educators believe and are aware that using VR/AR in the classroom can improve equity and inclusion. Finally, this study provides recommendations to educators and stakeholders in implementing AR/VR in their T&L approaches.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Transformative social and emotional learning"

1

Rosen, Jeffrey A., Kesha Hudson, Susan Rotermund, Cheryl Roberts, and Anna-Lisa Mackey. Social Emotional Learning in Middle School: Developing Evidence-Based Programs. RTI Press, July 2022. http://dx.doi.org/10.3768/rtipress.2022.op.0075.2207.

Full text
Abstract:
This article focuses attention on a critical need for more evidence-based social emotional learning (SEL) programs for middle school students. First, we explore the definition of SEL, pointing out how it has evolved as our world has changed. We review key SEL domains and skills and describe universal school-based SEL programming as one approach to fostering students’ SEL competencies. We highlight the ongoing need for evidence-based middle school SEL programs by demonstrating how few programs meet the rigorous What Works Clearinghouse (WWC), Collaborative for Academic, Social, and Emotional Learning (CASEL), and Blueprints standards for evidence. We extend our summary of these programs by noting that even when positive effects have been demonstrated, these effects were often observed in a single domain, such as substance use, or outnumbered by null effects, which undermines efforts to understand program effectiveness. We conclude by considering the unique developmental needs of early adolescents and providing recommendations for the development or refinement of SEL programs that target middle school students.
APA, Harvard, Vancouver, ISO, and other styles
2

Feikes, David, William Walker, Madelaine Miller, and Lisa Alessandri. The Role of Social and Emotional Learning in the Math Recovery Project. Purdue University, 2022. http://dx.doi.org/10.5703/1288284317455.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Yorke, Louise, Darge Wole, and Pauline Rose. An Emerging Strategy for the Development of Culturally Relevant Scales to Capture Aspects of Students’ Socio-Emotional Learning and Social Support for Learning. Research on Improving Systems of Education (RISE), September 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/031.

Full text
Abstract:
Existing research on students’ socio-emotional learning and social support for learning in the Global South is limited and most scales that have been developed to measure these aspects of students’ learning and development originate in the Global North. We outline our emerging strategy for capturing student socio-emotional learning and social support for learning in the context of Ethiopia, which may have relevance for other researchers seeking to explore this area of study in Ethiopia or in other related contexts. We propose that considering aspects of students’ socio-emotional learning and social support for learning—in addition to foundational skills of numeracy and literacy—can help to move towards a more expansive and holistic understanding of learning.
APA, Harvard, Vancouver, ISO, and other styles
4

Freed, Danielle. K4D’s Tax and Gender Learning Journey Boosting Social Reform in Pakistan. Institute of Development Studies, September 2022. http://dx.doi.org/10.19088/k4d.2022.163.

Full text
Abstract:
As a means to reduce discrimination and promote the economic empowerment of women, there is a growing understanding that tax policy, tax administration and tax research need to be gender transformative. Recognising this need, the Foreign, Commonwealth and Development Office (FCDO) is reshaping and building its approach to tax and gender programming. K4D’s Tax and Gender Learning Journey brought together tax and gender teams to identify other tax and gender stakeholders and collaboratively craft a future approach to tax and gender for FCDO and partners. Initial exploration of the early impact from activities that have taken place amongst partner organisations in Pakistan suggests K4D’s inputs have the potential to bolster intended social reforms across the country’s revenue and other government departments.
APA, Harvard, Vancouver, ISO, and other styles
5

Bayley, Stephen, Darge Wole Meshesha, Paul Ramchandani, Pauline Rose, Tassew Woldehanna, and Louise Yorke. Socio-Emotional and Academic Learning Before and After COVID-19 School Closures: Evidence from Ethiopia. Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/082.

Full text
Abstract:
This paper presents the findings of research undertaken in Ethiopia to examine the effects of COVID-19 school closures on children’s holistic learning, including both socio-emotional and academic learning. It draws on data collected in 2019 (prior to the pandemic) and 2021 (after schools reopened) to compare primary pupils’ learning before and after the school closures. In particular, the study adapts self-reporting scales that have been used in related contexts to measure Grade 3 and 6 children’s social skills, self-efficacy, emotional regulation and mental health and wellbeing, along with literacy and numeracy. Lesson observations were also undertaken to explore teachers’ behaviours to foster socio-emotional learning (SEL) in the classroom. The findings advance current knowledge in several respects. First, they quantify the decline in Ethiopian pupils’ social skills over the period of the school closures. Second, they identify a significant and strong relationship between learners’ social skills and their numeracy, even after taking other factors into account. Third, they reveal a significant association between children’s social skills and their mental health and wellbeing, highlighting the importance of interpersonal interactions to safeguard children’s holistic welfare. The paper concludes by proposing a model for understanding the relationship between learners’ SEL and academic outcomes, and with recommendations for education planning and practice, in Ethiopia and elsewhere.
APA, Harvard, Vancouver, ISO, and other styles
6

Freed, Danielle. K4D Supporting the Prosperity Fund for Transformative COVID-19 Recovery. Institute of Development Studies, September 2022. http://dx.doi.org/10.19088/k4d.2022.162.

Full text
Abstract:
The global COVID-19 pandemic endangers progress made on more inclusive and sustainable growth patterns and risks slowing down international trade. Growth patterns are highly uncertain and require context-specific social analysis alongside local stakeholder consultation as a means to understand the changing impacts on poverty and exclusion dynamics. In recognition of this need, The K4D Prosperity Fund COVID-19 Evidence and Learning Initiative supported cross-government learning on the impact of the pandemic within upper-middle income countries (UMIC) and lower-middle income countries (LMIC) while also providing key evidence supporting a transformative strategic focus, aimed at linking short-term adaptations with long-term ambitions, setting the stage to push beyond recovery and the Prosperity Fund’s Build Back Better.
APA, Harvard, Vancouver, ISO, and other styles
7

Schneider, Sarah, Daniel Wolf, and Astrid Schütz. Workshop for the Assessment of Social-Emotional Competences : Application of SEC-I and SEC-SJT. Otto-Friedrich-Universität, 2021. http://dx.doi.org/10.20378/irb-49180.

Full text
Abstract:
The modular workshop offers a science-based introduction to the concept of social-emotional competences. It focuses on the psychological assessment of such competences in in institutions specialized in the professional development of people with learning disabilities. As such, the workshop is primarily to be understood as an application-oriented training programme for professionals who work in vocational education and use (or teach the usage of) the assessment tools SEC-I and SEC-SJT (Inventory and Situational Judgment Test for the assessment of social-emotional competence in young people with (sub-) clinical cognitive or psychological impairment) which were developed at the University of Bamberg. The workshop comprises seven subject areas that can be flexibly put together as required: theoretical basics and definitions of social-emotional competence, the basics of psychological assessment, potential difficulties in its use, usage of the self-rating scale, the situational judgment test, the observer-rating scale, and objective observation of behaviour. The general aim of this workshop is to learn how to use and apply the assessment tools in practical settings.
APA, Harvard, Vancouver, ISO, and other styles
8

Knight, Ruth, and Kylie Kingston. Gaining feedback from children in The Love of Learning Program. Queensland University of Technology, November 2020. http://dx.doi.org/10.5204/rep.eprints.206154.

Full text
Abstract:
This report details both the process undertaken to develop an evaluation instrument that can collect feedback from children in the Love of Learning program and feedback the children have provided. A total of 178 children who are beneficiaries of the program completed the survey, and 91% confirmed the program was positively supporting them. They provided their feedback using a 20-question survey which measured four protective factors that previous research suggests supports children to engage with and enjoy learning, helping them to thrive in school and life. The protective factors are known to foster social, emotional, and academic development and success. There is a strong positive association between these factors, and the results of the survey suggest the Love of Learning program is influencing children's attitude towards learning and school. This report highlights some of the design challenges and complexities when engaging children in participatory evaluation. Importantly, to ensure children are given an opportunity to provide feedback, they must be supported by their foster carer who need to also feel informed and confident to be part of the evaluation process and empower children to speak up. Further research will now be conducted to implement the evaluation process more widely and ascertain if the protective factors improve a child’s health, educational engagement, and performance.
APA, Harvard, Vancouver, ISO, and other styles
9

Dabrowski, Anna, and Pru Mitchell. Effects of remote learning on mental health and socialisation. Literature Review. Australian Council for Educational Research, November 2022. http://dx.doi.org/10.37517/978-1-74286-682-6.

Full text
Abstract:
This literature review focuses on the effects of remote learning on mental health, including acute mental health issues and possible ongoing implications for student wellbeing and socialisation. It provides an overview of some of the challenges that can impact on the mental health and relationships of young people, many of which have accelerated or become more complex during the COVID-19 pandemic. In the light of concern about rising antisocial behaviour and extremism there is a focus on socialisation and self-regulation on return to school post-pandemic. In the face of limited Australian research on these topics, the review takes a global focus and includes experiences from other countries as evidenced in the emerging research literature. Based on these findings the review offers advice to school leaders regarding the self-regulatory behaviours of students on return to school after periods of remote learning, and addresses social and emotional considerations as students transition back to school. It also considers ways in which schools can promote wellbeing and respond to mental health concerns as a way to address and prevent antisocial behaviours, recognise manifestations in extremism (including religious fundamentalism), and challenge a general rise in extremist views.
APA, Harvard, Vancouver, ISO, and other styles
10

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Transformative social and emotional learning' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography