Academic literature on the topic 'Transformative social and emotional learning'
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Journal articles on the topic "Transformative social and emotional learning"
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 textCullen, 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 textDavis, 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 textAvsec, 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 textDe 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 textOjala, 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 textCiechanowska, 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 textDeMartino, 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 textMercer, 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 textMurakami, 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 textDissertations / Theses on the topic "Transformative social and emotional learning"
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 textGriffiths, 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 textMiao, 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 textHardy, 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 textThe 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
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 textThis 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
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 textRamlachan, 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 textMagister Educationis (Adult Learning and Global Change) - MEd(AL)
Bagelman, Caroline. "Picturing transformative texts : anti-colonial learning and the picturebook." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6134/.
Full textYoungblood, Sheila. "Teachers' Perspectives on Implementing Social-Emotional Learning Standards." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1527.
Full textPhelan, Derek Phelan Allen. "Social and Emotional Learning Needs of Gifted Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4813.
Full textBooks on the topic "Transformative social and emotional learning"
Emotions, social transformation and education. Pretoria: University of South Africa, 2010.
Find full textStone, 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 textTomlinson-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 textJärvelä, Sanna. Social and emotional aspects of learning. Amsterdam ; Boston: Academic Press, 2011.
Find full textJones, Sue. Critical learning for social work students. Exeter [England]: Learning Matters, 2009.
Find full textCritical learning for social work students. Exeter [England]: Learning Matters, 2009.
Find full textEnsing, Jean. Children Learning: Personal, social and emotional development. Walton on Thames: Spencer, 2002.
Find full textEnsing, Jean. Children learning: Personal, social and emotional development. Walton on Thames: Spencer Publications, 2002.
Find full textBurrus, 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 textIgor, Klyukanov, ed. The transformative humanities: A manifesto. New York: Continuum, 2012.
Find full textBook chapters on the topic "Transformative social and emotional learning"
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 textEspelage, 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 textCarambo, 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 textHill, 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 textMacklem, 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 textPaolini, 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 textWu, 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 textVolz, 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 textSteve, 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 textGrocott, Lisa. "Social Psychology." In Design for Transformative Learning, 129–44. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429429743-12.
Full textConference papers on the topic "Transformative social and emotional learning"
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 textSoutter, 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 textSoutter, 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 textLy, 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 textLy, 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 textLevine, 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 textPfister, 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 textOrtiz, 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 textRomanovska, 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 textAbdul 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 textReports on the topic "Transformative social and emotional learning"
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 textFeikes, 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 textYorke, 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 textFreed, 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 textBayley, 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 textFreed, 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 textSchneider, 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 textKnight, 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 textDabrowski, 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 textSowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.
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