Learning to Focus on Adult Social and Emotional Learning First in Tulsa: 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 7. Research Report. RR-A379-10

Autor/inn/en	Christianson, Karen; Gomez, Celia J.; Augustine, Catherine H.; Schwartz, Heather L.
Institution	RAND Education and Labor
Titel	Learning to Focus on Adult Social and Emotional Learning First in Tulsa: 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 7. Research Report. RR-A379-10
Quelle	(2022), (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-9774-0998-0
Schlagwörter	Social Emotional Learning; Case Studies; Elementary School Students; Empathy; Self Control; Interpersonal Relationship; Goal Orientation; Partnerships in Education; After School Programs; Faculty Development; Staff Development; Teacher Student Relationship; Adults; Program Descriptions; Trauma; Educational Practices; Educational Environment; Decision Making; Curriculum Development; Nonprofit Organizations; Oklahoma (Tulsa) + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Empathie; Selbstbeherrschung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Zielorientierung; Zielvorstellung; Hochschulpartnerschaft; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Personnel development; Personalentwicklung; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungspraxis; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Decision-making; Entscheidungsfindung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Nonprofit-Organisation
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 (OST) 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 Whitman Elementary in Tulsa, Oklahoma, and its out-of-school-time program partner, Youth at Heart, learned to first invest in adults so that they are equipped to support students' SEL. In the 2020-2021 school year, a focus on consistent SEL practices as a way to support students, particularly those who had experienced trauma, resulted in students experiencing the same SEL resources, signature practices, and monthly SEL words across the school and OST day. School and OST program staff alike noticed improvements in both students' social and emotional skills and behavior, as well as school climate. Students' improved ability to express and regulate their own emotions corresponded with fewer fights, stronger relationships, and an improved climate. A switch to focusing on SEL practices, as opposed to SEL lesson plans, and reducing the number of SEL resources also helped teachers more consistently incorporate 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