Programmes to Practices Identifying Effective, Evidence-Based Social and Emotional Learning Strategies for Teachers and Schools: Evidence Review

Autor/inn/en	Wigelsworth, Michael; Verity, Lily; Mason, Carla; Humphrey, Neil; Qualter, Pamela; Troncoso, Patricio
Institution	Education Endowment Foundation (EEF) (United Kingdom); University of Manchester (United Kingdom), Manchester Institute of Education (MIE); Early Intervention Foundation (EIF) (United Kingdom)
Titel	Programmes to Practices Identifying Effective, Evidence-Based Social and Emotional Learning Strategies for Teachers and Schools: Evidence Review
Quelle	(2020), (83 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Social Emotional Learning; Evidence Based Practice; Teaching Methods; Instructional Effectiveness; Elementary School Teachers; Elementary School Students; Special Education; Special Needs Students; Self Management; Empathy; Communication Skills; Interpersonal Competence; Decision Making Skills; Self Concept; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Selbstmanagement; Empathie; Kommunikationsstil; Interpersonale Kompetenz; Selbstkonzept
Abstract	The purpose of this report is two-fold: first, to provide an authoritative and critical overview of the current evidence regarding what is currently known about effective social and emotional learning (SEL) and in doing so, second, to examine common strategies and practices typically deployed in evidence-based SEL programmes in detail. The ultimate goal of this report is to identify "essential ingredients" (Aber, Brown, Jones, Berg, & Torrente, 2011, p. 218) within SEL provision to help inform effective strategies for teachers and other school staff. Evidence suggests that SEL is important, that it can be taught effectively, but that positive outcomes are dependent on a number of factors we are as yet to fully understand. Thus, the purpose of the current study was to identify the areas of greatest promise in informing schools' practice in relation to SEL. [For the related guidance report, see ED612290. For the related survey results, see ED612309.] (ERIC).
Anmerkungen	Education Endowment Foundation. 9th Floor Millbank Tower, Millbank, London, SW1P 4QP, UK. Tel: +44-207-802-1676; e-mail: info@eefoundation.org.uk; Web site: https://educationendowmentfoundation.org.uk/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01