Social and Emotional Learning Is the Cornerstone: Exploring Integrated, Schoolwide SEL in Two Innovative High Schools. Research Report. RR-A322-5

Autor/inn/en	Stelitano, Laura; Steiner, Elizabeth D.
Institution	RAND Education and Labor
Titel	Social and Emotional Learning Is the Cornerstone: Exploring Integrated, Schoolwide SEL in Two Innovative High Schools. Research Report. RR-A322-5
Quelle	(2021), (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Social Emotional Learning; College Readiness; Career Readiness; School Safety; Equal Education; Cognitive Development; Teaching Methods; Academic Education; High School Students; Interpersonal Relationship; School Choice; Educational Innovation; Teacher Attitudes; High School Teachers; Institutional Mission; International Schools; Metacognition; Mastery Learning; Faculty Development; Program Descriptions; Maryland + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Akademische Bildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Choice of school; Schulwahl; Instructional innovation; Bildungsinnovation; Lehrerverhalten; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; International school; Internationale Schule; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	Social and emotional learning (SEL) is critical for preparing students for college and career success. Integrating SEL into academic instruction in meaningful ways supports students' SEL development. The Aspen Institute National Commission on Social, Emotional, and Academic Development (2019) identified three important elements for supporting students' SEL: (1) setting a positive climate by establishing safe, relationship-based, and equitable learning environments; (2) teaching and practicing social, emotional, and cognitive skills (i.e., offering explicit SEL instruction); and (3) embedding social, emotional, and cognitive skills into academic instruction (i.e., integrating SEL into academic instruction) (Schwartz et al., 2020). During a four-year, in-depth research study of Opportunity by Design (ObD) high schools (Steiner et al., 2020), the authors observed substantial variation in how schools implemented SEL. Some schools emerged as exemplars in establishing relationship-based and equitable learning environments, offering explicit SEL instruction, and integrating SEL into academic instruction. In this report, they present examples from two innovative ObD high schools in which each of the three elements for supporting students' SEL were present. (ERIC).
Anmerkungen	RAND Corporation. P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 877-584-8642; Tel: 310-451-7002; Fax: 412-802-4981; e-mail: order@rand.org; Web site: http://www.rand.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01