Social and Emotional Learning Skills Following the COVID-19 Pandemic PDF Download
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Author: Leslie K. Brow
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 0
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Book Description
Prior to the COVID-19 pandemic, social and emotional learning and the safety of students were a concern for educational leaders (DeArmond, 2021). The Department of Education introduced metrics under the Every Student Succeeds Act (U.S. Department of Education, 2015), and social and emotional learning initiatives rose to the top of districts’ priorities. Following the COVID-19 pandemic, it is recommended that administrators consider a review of their multi-tiered interventions (MTSS) for social and emotional learning to address students’ increased social and emotional needs (Minkos & Gelbar, 2020). The purpose of this mixed-methods, explanatory study was to investigate how educators rate students’ social and emotional skills and examine referral rates returning from interrupted instruction due to the COVID-19 pandemic. The research explored the amount of professional development educators have received and are currently needing in social and emotional learning. Phase One utilized quantitative survey data investigating educators’ perceptions of students’ social and emotional abilities and examined referral rates during 2021-2022. Phase Two explored educators’ perceptions of students’ social and emotional learning skills and what professional development staff is needing in social and emotional instruction. The study addressed the following research questions: 1. How do educators rate their students’ social and emotional learning skills following COVID-19? 2. Is there a significant difference reported in the number of student referrals for social and emotional learning to the multi-tiered system of support prior to and returning from COVID-19? 3. How do educators describe students’ application of social and emotional skills since returning from distance learning? 4. How do educators describe the support they currently need within the area of social and emotional instruction? The results revealed that students are struggling with social and emotional competencies and educators are seeing an increase in negative behaviors returning from Covid-19. The data suggests that educators had concerns about students’ social and emotional learning and did not refer the students for intervention. The data also suggests that educators need professional development within social and emotional instruction. The results may support educators’ and students’ social and emotional learning returning to school following the COVID19 pandemic.
Author: Leslie K. Brow
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 0
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Book Description
Prior to the COVID-19 pandemic, social and emotional learning and the safety of students were a concern for educational leaders (DeArmond, 2021). The Department of Education introduced metrics under the Every Student Succeeds Act (U.S. Department of Education, 2015), and social and emotional learning initiatives rose to the top of districts’ priorities. Following the COVID-19 pandemic, it is recommended that administrators consider a review of their multi-tiered interventions (MTSS) for social and emotional learning to address students’ increased social and emotional needs (Minkos & Gelbar, 2020). The purpose of this mixed-methods, explanatory study was to investigate how educators rate students’ social and emotional skills and examine referral rates returning from interrupted instruction due to the COVID-19 pandemic. The research explored the amount of professional development educators have received and are currently needing in social and emotional learning. Phase One utilized quantitative survey data investigating educators’ perceptions of students’ social and emotional abilities and examined referral rates during 2021-2022. Phase Two explored educators’ perceptions of students’ social and emotional learning skills and what professional development staff is needing in social and emotional instruction. The study addressed the following research questions: 1. How do educators rate their students’ social and emotional learning skills following COVID-19? 2. Is there a significant difference reported in the number of student referrals for social and emotional learning to the multi-tiered system of support prior to and returning from COVID-19? 3. How do educators describe students’ application of social and emotional skills since returning from distance learning? 4. How do educators describe the support they currently need within the area of social and emotional instruction? The results revealed that students are struggling with social and emotional competencies and educators are seeing an increase in negative behaviors returning from Covid-19. The data suggests that educators had concerns about students’ social and emotional learning and did not refer the students for intervention. The data also suggests that educators need professional development within social and emotional instruction. The results may support educators’ and students’ social and emotional learning returning to school following the COVID19 pandemic.
Author: Brandie M. Page
Publisher:
ISBN:
Category : Belonging (Social psychology)
Languages : en
Pages : 0
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Book Description
The COVID-19 Pandemic has reshaped the educational landscape in more ways than one. The most pre-eminent area of deleterious impact was observed in children’s social emotional state upon return to in-person learning. Students struggled with interpersonal relationships as well as self-regulation. However, existing research and theory suggest that social emotional learning (SEL) intervention can improve interpersonal and interoceptive outcomes in students experiencing post-covid maladaptive behaviors. This quantitative research study examines the impact that SEL has on students’ social emotional state across U.S. public schools in two core social emotional areas of competency: self-management and social awareness. The researcher employed a cross correlational analysis design to glean the extent to which SEL intervention promoted improvement in targeted soft skills. Results demonstrated that while SEL intervention has an average positive effect overall for improving soft skills within the domains of self-management and social awareness, the most improvement in demonstrated behaviors was seen in the domain of self-management. The implications of the study suggest that social emotional learning instruction should be continuously interwoven into the fabric of educational practice and curriculum to cultivate a robust reservoir of resilience for children to draw upon at any given time. Possibilities for future research include a qualitative study focusing on interviews with teachers, educational leaders, and families in the community to determine areas of socio-emotional need for children as well as deeper neuro-social research to delve into the reasoning behind imbalances of improvement outcomes among individual core competency skills.
Author: Pedro Rosário
Publisher: Frontiers Media SA
ISBN: 2832547303
Category : Science
Languages : en
Pages : 220
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Book Description
At the end of the last century, social emotional learning (SEL) emerged as a relevant theme in education all over the world. What is SEL? SEL may be defined as a multidimensional construct orchestrating individuals’ ability to identify and manage emotions, feelings, and concern for others, as well as to organize and manage behaviors toward goals, solve problems and develop positive relationships. SEL has been gaining growing popularity among researchers and practitioners. Still, there is a reasonable degree of ambiguity regarding the concept. In fact, the term is often used as an umbrella for many types of programs and interventions from distinct areas such as school, public health, mental health or character education, addressing the vulnerability of children and youth to various social and psychological problems. What is more, topics covered under the SEL umbrella are diverse as follows: emotions, cognition (including multiple intelligences), motivation, socialization in schools and families, and self-regulation and its effects.
Author: Robert J. Ceglie
Publisher: Emerald Group Publishing
ISBN: 180262743X
Category : Education
Languages : en
Pages : 238
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Book Description
The COVID-19 pandemic has impacted all schoolchildren across the world. In this book, we explore the impact that this has had on children, parents, teachers, and administrators. Some lessons learned from these experienced are revealed as are ideas for how we can proceed for the betterment of our students.
Author: Bull, Prince Hycy
Publisher: IGI Global
ISBN: 1799883000
Category : Education
Languages : en
Pages : 281
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Book Description
Due to the COVID-19 pandemic, teacher preparation programs modified their practices to fit the delivery modes of school districts while developing new ways to prepare candidates. Governmental agencies established new guidelines to fit the drastic shift in education caused by the pandemic, and P-12 school systems made accommodations to support teacher education candidates. The pandemic disrupted all established systems and norms; however, many practices and strategies emerged in educator preparation programs that will have a lasting positive impact on P-20 education and teacher education practices. Such practices include the reevaluation of schooling practices with shifts in engagement strategies, instructional approaches, technology utilization, and supporting students and their families. Redefining Teacher Education and Teacher Preparation Programs in the Post-COVID-19 Era provides relevant, innovative practices implemented across teacher education programs and P-20 settings, including delivery models; training procedures; theoretical frameworks; district policies and guidelines; state, national, and international standards; digital design and delivery of content; and the latest empirical research findings on the state of teacher education preparation. The book showcases best practices used to shape and redefine teacher education through the COVID-19 pandemic. Covering topics such as online teaching practices, simulated teaching experiences, and emotional learning, this text is essential for preservice professionals, paraprofessionals, administrators, P-12 faculty, education preparation program designers, principals, superintendents, researchers, students, and academicians.
Author: Trif, Victori?a
Publisher: IGI Global
ISBN: 1799882497
Category : Education
Languages : en
Pages : 287
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Book Description
The understanding of communication refers to canonical schemes from technologies to decisions on where, how, and why the semic act gains or is at risk; to hypotheses and limits; and to normal and unconventional exchanges of senses, despite the confrontations between codes, coding, and decoding. In this book, communication is defined as concept, skill, potential, behavior, mechanism, category of exchange, phenomenon, tool, and variable. This sophisticated view differs from previous studies and assumes the multiple systems of systems and meanings generated by various fieldworks that require/reclaim their primacy over communication. Basic Communication and Assessment Prerequisites for the New Normal of Education discusses the rivalry paradigms, ambiguities, new meanings, and mechanisms of the crossroad between communication and assessment. This book makes an inventory of developments in the area as well as analyzes new edumetrics and psychometrics and inserts new best practices. This involves creating new conversational networks of global best practices and metaparadigms in order to solve current disparities and unsolved problems from the fieldwork. Covering topics such as chronic conditions, online educational environments, and self-assessment competencies, this text is ideal for teachers, parents, students, trainers, decision makers, researchers, and academicians.
Author: Greg J. Duncan
Publisher: Russell Sage Foundation
ISBN: 1610447514
Category : Education
Languages : en
Pages : 573
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Book Description
As the incomes of affluent and poor families have diverged over the past three decades, so too has the educational performance of their children. But how exactly do the forces of rising inequality affect the educational attainment and life chances of low-income children? In Whither Opportunity? a distinguished team of economists, sociologists, and experts in social and education policy examines the corrosive effects of unequal family resources, disadvantaged neighborhoods, insecure labor markets, and worsening school conditions on K-12 education. This groundbreaking book illuminates the ways rising inequality is undermining one of the most important goals of public education—the ability of schools to provide children with an equal chance at academic and economic success. The most ambitious study of educational inequality to date, Whither Opportunity? analyzes how social and economic conditions surrounding schools affect school performance and children’s educational achievement. The book shows that from earliest childhood, parental investments in children’s learning affect reading, math, and other attainments later in life. Contributor Meredith Phillip finds that between birth and age six, wealthier children will have spent as many as 1,300 more hours than poor children on child enrichment activities such as music lessons, travel, and summer camp. Greg Duncan, George Farkas, and Katherine Magnuson demonstrate that a child from a poor family is two to four times as likely as a child from an affluent family to have classmates with low skills and behavior problems – attributes which have a negative effect on the learning of their fellow students. As a result of such disparities, contributor Sean Reardon finds that the gap between rich and poor children’s math and reading achievement scores is now much larger than it was fifty years ago. And such income-based gaps persist across the school years, as Martha Bailey and Sue Dynarski document in their chapter on the growing income-based gap in college completion. Whither Opportunity? also reveals the profound impact of environmental factors on children’s educational progress and schools’ functioning. Elizabeth Ananat, Anna Gassman-Pines, and Christina Gibson-Davis show that local job losses such as those caused by plant closings can lower the test scores of students with low socioeconomic status, even students whose parents have not lost their jobs. They find that community-wide stress is most likely the culprit. Analyzing the math achievement of elementary school children, Stephen Raudenbush, Marshall Jean, and Emily Art find that students learn less if they attend schools with high student turnover during the school year – a common occurrence in poor schools. And David Kirk and Robert Sampson show that teacher commitment, parental involvement, and student achievement in schools in high-crime neighborhoods all tend to be low. For generations of Americans, public education provided the springboard to upward mobility. This pioneering volume casts a stark light on the ways rising inequality may now be compromising schools’ functioning, and with it the promise of equal opportunity in America.
Author: Yuan 'Elle' Wang
Publisher: Springer Nature
ISBN: 3031063333
Category : Education
Languages : en
Pages : 341
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Book Description
In this book, we primarily focus on studies that provide objective, unobtrusive, and innovative measures (e.g., indirect measures, content analysis, or analysis of trace data) of SEL skills (e.g., collaboration, creativity, persistence), relying primarily on learning analytics methods and approaches that would potentially allow for expanding the assessment of SEL skills and competencies at scale. What makes the position of learning analytics pivotal in this endeavor to redefine measurement of SEL skills are constant changes and advancements in learning environments and the quality and quantity of data collected about learners and the process of learning. Contemporary learning environments that utilize virtual and augmented reality to enhance learning opportunities accommodate for designing tasks and activities that allow learners to elicit behaviors (either in face-to-face or online context) not being captured in traditional educational settings. Novel insights provided in the book span across diverse types of learning contexts and learner populations. Specifically, the book addresses relevant and emerging theories and frameworks (in various disciplines such as education, psychology, or workforce) that inform assessments of SEL skills and competencies. In so doing, the book maps the landscape of the novel learning analytics methods and approaches, along with their application in the SEL assessment for K-12 learners as well as adult learners. Critical to the notion of the SEL assessment are data sources. In that sense, the book outlines where and how data related to learners' 21st century skills and competencies can be measured and collected. Linking theory to data, the book further discusses tools and methods that are being used to operationalize SEL and link relevant skills and competencies with cognitive assessment. Finally, the book addresses aspects of generalizability and applicability, showing promising approaches for translating research findings into actionable insights that would inform various stakeholders (e.g., learners, instructors, administrators, policy makers).
Author: Kai Yuan
Publisher: Frontiers Media SA
ISBN: 2832539769
Category : Medical
Languages : en
Pages : 254
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Book Description
The coronavirus disease 2019 (COVID-19) epidemic has dramatically spread throughout the world, which has also caused mental health problems among the public, especially vulnerable groups like children and adolescents. As a traumatic event, the outbreak of COVID-19 might increase the prevalence of a series of mental health problems in children and adolescents probably due to social distancing, school closures, as well as separation from parents, and home quarantine. The continuing spreading of COVID-19 infection, as well as vaccine uptake strategies, quarantine policies, and health services during post epidemic era may also have a long-lasting side effect on children and adolescents. Children and adolescents are in critical periods of neurodevelopment and once they develop mental health problems, the long-lasting negative influence might span across their lifetime. Moreover, long-term multisystem sequelae, including neurological and psychiatric systems, of COVID-19 infection in children also compromise the development of physical and mental wellbeing in adulthood. Though there have been several studies on mental health consequences and long-term impact on the mental health of children and adolescents caused by COVID-19, there is still limited data and more comprehensive studies are needed on this important topic.
Author: Rebecca Tolley
Publisher: American Library Association
ISBN: 0838919812
Category : Language Arts & Disciplines
Languages : en
Pages : 37
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Book Description
We are only now coming to terms with how common trauma really is; a landmark Kaiser study that surveyed patients receiving physicals found that almost two-thirds had experienced at least one form of abuse, neglect, or other trauma as a child. Though originating in the fields of health and social services, trauma-informed care is a framework that holds great promise for application to library work. Empathetic service, positive patron encounters, and a more trusting workplace are only a few of the benefits that this approach offers. In this important book Tolley, experienced in both academic and public libraries, brings these ideas into the library context. Library administrators, directors, and reference and user services staff will all benefit from learning - the six key principles of trauma-informed care; - characteristics of a trusting and transparent library organization, plus discussion questions to promote a sense of psychological safety among library workers; - how certain language and labels can undermine mutuality, with suggested phrases that will help library staff demonstrate neutrality to patron ideas and views during information requests; - delivery models that empower patrons; - advice on balancing free speech on campus with students’ need for safety; - how appropriate furniture arrangement can help people suffering from PTSD feel safe; - guidance on creating safe zones for LGBTQIA+ children, teens, and adults; and - self-assessment tools to support change toward trauma-responsive library services. Using the trauma-informed approach outlined in this book, libraries can ensure they are empathetic community hubs where everyone feels welcomed, respected, and safe.
