Social-Emotional Learning and Academic Growth: Insights from an Innovative Research-Practice Partnership

Autor/inn/en	Merrill, Lisa; Lotero, Alexandra; Gilliard, Reggie; Black, Kristin
Institution	New York University, Research Alliance for New York City Schools
Titel	Social-Emotional Learning and Academic Growth: Insights from an Innovative Research-Practice Partnership
Quelle	(2021), (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Social Emotional Learning; Program Effectiveness; Academic Achievement; Correlation; Middle School Students; High School Students; Disadvantaged Youth; Grade Point Average; Educational Research; Partnerships in Education; Self Control; Self Efficacy; Socioeconomic Status; Achievement Gains; Interpersonal Competence; Problem Solving; Self Advocacy; Interpersonal Relationship; Equal Education; Students with Disabilities; Age Differences; Gender Differences; Attendance; Racial Differences; Ethnicity; Minority Group Students; New York (New York); New York State Regents Examinations + Suchen Sie Ihr Suchwort? Schulleistung; Korrelation; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Benachteiligter Jugendlicher; Bildungsforschung; Pädagogische Forschung; Hochschulpartnerschaft; Selbstbeherrschung; Self-efficacy; Selbstwirksamkeit; Socio-economic status; Sozioökonomischer Status; Achievement gain; Leistungssteigerung; Interpersonale Kompetenz; Problemlösen; Selbstbehauptung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Disability; Disabilities; Behinderung; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Anwesenheit; Rassenunterschied; Ethnizität
Abstract	Young people need a combination of academic skills and other key mindsets and behaviors to succeed in school and become healthy, employed, civically engaged adults. In recent years, there has been growing interest in the relationship between academics and social-emotional learning (SEL)--a broad set of competencies that includes, for example, self-efficacy, growth mindset, and interpersonal skills. This report describes a portion of work from an innovative SEL-focused research-practice partnership between the Student Success Network (SSN) and the Research Alliance for New York City Schools. The project investigated two central research questions: (1) How, if at all, does students' growth in SEL contribute to improved academic performance? Which SEL competencies contribute the most?; and (2) To what extent does the relationship between SEL and academic growth differ by student subgroup? Is growth in SEL a stronger contributor to academic outcomes for middle or high school students? For 9th graders? For students with disabilities? Do students from more disadvantaged neighborhoods benefit more or less? This report explores the answers to these questions, drawing on data for nearly 6,000 middle and high school students in New York City. With the goal of informing programming, as well as future research, the report raises some fundamental questions about how SEL is defined and taught, as well as the overall purpose of schooling (i.e., a narrow focus on academics, vs. a broader vision for developing young adults). The report recommends actions that schools and youth programs can take to further explore and build on the insights from the partnership's work to date. [This report was co-authored by the Student Success Network (SSN). For the technical appendix, see ED615831.] (ERIC).
Anmerkungen	Research Alliance for New York City Schools. 285 Mercer Street 3rd Floor, New York, NY 10003. Tel: 212-992-7697; Fax: 212-992-4910; e-mail: research.alliance@nyu.edu; Web site: http://www.ranycs.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01