Prioritizing Racial Equity within Social and Emotional Learning in Tacoma: 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 6. Research Report. RR-A379-9

Autor/inn/en	Faxon-Mills, Susannah; Schwartz, Heather L.; Augustine, Catherine H.
Institution	RAND Education and Labor
Titel	Prioritizing Racial Equity within Social and Emotional Learning in Tacoma: 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 6. Research Report. RR-A379-9
Quelle	(2022), (32 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-9774-0997-3
Schlagwörter	Social Emotional Learning; Partnerships in Education; Case Studies; Elementary School Students; Program Descriptions; Empathy; Goal Orientation; Self Control; Interpersonal Relationship; Decision Making; After School Programs; Equal Education; Race; Meetings; Program Evaluation; Teaching Methods; Faculty Development; Family School Relationship; Student Diversity; Program Implementation; Social Justice; COVID-19; Pandemics; Educational Practices; Washington + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Case study; Fallstudie; Case Study; Empathie; Zielorientierung; Zielvorstellung; Selbstbeherrschung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Decision-making; Entscheidungsfindung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Rasse; Abstammung; Meeting; Tagung; Programme evaluation; Programmevaluation; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Gerechtigkeit; Bildungspraxis
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 Lister Elementary School in Tacoma, Washington, established SEL and equity as a nonnegotiable foundation for its work with students, staff, and families. Lister staff received comprehensive support in their SEL and equity work. This included written SEL lessons that incorporated racial equity, a range of training opportunities developed and led by Lister school administrators, regular check-ins and opportunities for input during standing staff meetings, and feedback provided through formal and informal evaluations. Lister established schoolwide consistency with regards to SEL. Students and staff used common terminology to communicate about SEL. The SEL scope and sequence was designed to ensure that the same concepts were reinforced across classrooms and evolved as students progressed through each grade. [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