Building an Effective Social and Emotional Learning Committee in Dallas: One of Six Case Studies of Schools and Out-of-School-Time Program Partners. Lessons from the Partnerships for Social and Emotional Learning Initiative. Volume 2, Part 3. Research Report. RR-A379-6

Autor/inn/en	Huguet, Alice; Schwartz, Heather L.; Augustine, Catherine H.
Institution	RAND Education and Labor
Titel	Building an Effective Social and Emotional Learning Committee in Dallas: One of Six Case Studies of Schools and Out-of-School-Time Program Partners. Lessons from the Partnerships for Social and Emotional Learning Initiative. Volume 2, Part 3. Research Report. RR-A379-6
Quelle	(2022), (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-9774-0994-2
Schlagwörter	Social Emotional Learning; Partnerships in Education; Case Studies; Elementary School Students; Program Descriptions; After School Programs; Empathy; Interpersonal Relationship; Goal Orientation; Self Control; Advisory Committees; Educational Strategies; Attendance; Educational Environment; Behavior Change; Student Behavior; Sustainability; Inclusion; Sense of Community; Decision Making; Texas (Dallas) + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Case study; Fallstudie; Case Study; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Empathie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Zielorientierung; Zielvorstellung; Selbstbeherrschung; Beratungsstelle; Lehrstrategie; Anwesenheit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Student behaviour; Schülerverhalten; Nachhaltigkeit; Inklusion; Decision-making; Entscheidungsfindung
Abstract	The Wallace Foundation's Partnerships for Social and Emotional Learning Initiative is a six-year initiative that The Wallace Foundation launched in 2017 to explore whether and how children benefit when schools and their out-of-school-time programs partner to improve social and emotional learning (SEL), as well as what it takes to do this work. According to the Collaborative for Academic and Social and Emotional Learning, SEL is "the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions." This case study explores how Dallas's Webster Elementary School and its out-of-school-time program, Thriving Minds After School, formed a SEL committee that became more effective over time, focusing on daily activities to make SEL stick. As Webster staff began using the SEL strategies promoted by the steering committee, attendance, school climate, and student behavior improved. Staff beyond the steering committee began sharing responsibility for SEL on campus -- one important goal of the committee. To be sustainable on campus, SEL needs to be embraced by a wider group than just a committee. The school adopted an inclusive house system that interviewees said succeeded in increasing students' sense of belonging and connectedness. [For "Strengthening Students' Social and Emotional Skills: Lessons from Six Case Studies of Schools and Their Out-of-School-Time Program Partners. Lessons from the Partnerships for Social and Emotional Learning Initiative. Volume 2, Part 1. Research Report. RR-A379-4," see ED623577.] (As Provided).
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