Jointly Prioritizing Time for Social and Emotional Learning in Denver: 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 4. Research Report. RR-A379-7

Autor/inn/en	Prado Tuma, Andrea; Augustine, Catherine H.; Schwartz, Heather L.
Institution	RAND Education and Labor
Titel	Jointly Prioritizing Time for Social and Emotional Learning in Denver: 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 4. Research Report. RR-A379-7
Quelle	(2022), (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-9774-0995-9
Schlagwörter	Social Emotional Learning; Case Studies; Partnerships in Education; After School Programs; Elementary School Students; Program Descriptions; Self Control; Decision Making; Goal Orientation; Interpersonal Relationship; Empathy; Teaching Methods; Time Management; COVID-19; Pandemics; Hispanic American Students; Bilingual Education; Transitional Programs; English Language Learners; Program Implementation; Low Income Students; Colorado (Denver) + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Hochschulpartnerschaft; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Selbstbeherrschung; Decision-making; Entscheidungsfindung; Zielorientierung; Zielvorstellung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Empathie; Teaching method; Lehrmethode; Unterrichtsmethode; Zeitmanagement; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Bilingual teaching; Bilingualer Unterricht
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 Denver's Cowell Elementary School and its out-of-school-time (OST) partner, Discovery Link, worked together to find time for SEL and to provide consistent SEL instruction during and after school. Explicit SEL instruction became increasingly more frequent over three years, and a large majority of school and OST instructors used the intended SEL rituals. The school and OST program identified protected time for SEL instruction in each of their schedules. The school and OST program created a strong partnership that included staff from both organizations in decisionmaking about the implementation of SEL. School and OST program staff developed common goals and shared terminology about SEL. [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