Teachers’ Voices on Social Emotional Learning: Identifying the Conditions that Make Implementation Possible
There is increasing evidence that addressing children’s social and emotional needs has a positive impact on students’ performance, their attitudes about school and the relationships that take place in educational settings. This study is focused on identifying the conditions that support teachers’ de...
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| Format: | Article |
| Language: | English |
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Centre for Resilience & Socio-Emotional Health
2016-11-01
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| Series: | International Journal of Emotional Education |
| Subjects: | |
| Online Access: | https://www.um.edu.mt/__data/assets/pdf_file/0011/296930/V8i2p1.pdf |
| _version_ | 1797963336356200448 |
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| author | Lorea Martínez |
| author_facet | Lorea Martínez |
| author_sort | Lorea Martínez |
| collection | DOAJ |
| description | There is increasing evidence that addressing children’s social and emotional needs has a positive impact on students’ performance, their attitudes about school and the relationships that take place in educational settings. This study is focused on identifying the conditions that support teachers’ development and implementation of Social Emotional Learning (SEL) programs and practices. Using a practitioner-driven methodology, action research, the staff of a high performing charter school in a
disadvantaged urban community in California (United States) engaged in an inductive process of reflection and action to address students’ social and emotional needs. The
findings in this research highlight the positive impact that implementation of a school designed SEL intervention had on students, and on teachers’ practices. Teachers’ commitment was necessary to ensure initial engagement, while curricular and
organizational resources were needed to maintain implementation in the long term. |
| first_indexed | 2024-04-11T01:26:53Z |
| format | Article |
| id | doaj.art-1dd83c7dfeb3412581505741caabc1e6 |
| institution | Directory Open Access Journal |
| issn | 2073-7629 |
| language | English |
| last_indexed | 2024-04-11T01:26:53Z |
| publishDate | 2016-11-01 |
| publisher | Centre for Resilience & Socio-Emotional Health |
| record_format | Article |
| series | International Journal of Emotional Education |
| spelling | doaj.art-1dd83c7dfeb3412581505741caabc1e62023-01-03T10:07:53ZengCentre for Resilience & Socio-Emotional HealthInternational Journal of Emotional Education2073-76292016-11-0182624Teachers’ Voices on Social Emotional Learning: Identifying the Conditions that Make Implementation PossibleLorea Martínez0Social Emotional Learning Consulting, California, USA There is increasing evidence that addressing children’s social and emotional needs has a positive impact on students’ performance, their attitudes about school and the relationships that take place in educational settings. This study is focused on identifying the conditions that support teachers’ development and implementation of Social Emotional Learning (SEL) programs and practices. Using a practitioner-driven methodology, action research, the staff of a high performing charter school in a disadvantaged urban community in California (United States) engaged in an inductive process of reflection and action to address students’ social and emotional needs. The findings in this research highlight the positive impact that implementation of a school designed SEL intervention had on students, and on teachers’ practices. Teachers’ commitment was necessary to ensure initial engagement, while curricular and organizational resources were needed to maintain implementation in the long term.https://www.um.edu.mt/__data/assets/pdf_file/0011/296930/V8i2p1.pdfaction researchsocial-emotional learningteacher voiceimplementation |
| spellingShingle | Lorea Martínez Teachers’ Voices on Social Emotional Learning: Identifying the Conditions that Make Implementation Possible International Journal of Emotional Education action research social-emotional learning teacher voice implementation |
| title | Teachers’ Voices on Social Emotional Learning: Identifying the Conditions that Make Implementation Possible |
| title_full | Teachers’ Voices on Social Emotional Learning: Identifying the Conditions that Make Implementation Possible |
| title_fullStr | Teachers’ Voices on Social Emotional Learning: Identifying the Conditions that Make Implementation Possible |
| title_full_unstemmed | Teachers’ Voices on Social Emotional Learning: Identifying the Conditions that Make Implementation Possible |
| title_short | Teachers’ Voices on Social Emotional Learning: Identifying the Conditions that Make Implementation Possible |
| title_sort | teachers voices on social emotional learning identifying the conditions that make implementation possible |
| topic | action research social-emotional learning teacher voice implementation |
| url | https://www.um.edu.mt/__data/assets/pdf_file/0011/296930/V8i2p1.pdf |
| work_keys_str_mv | AT loreamartinez teachersvoicesonsocialemotionallearningidentifyingtheconditionsthatmakeimplementationpossible |