Are Social-Emotional Learning Focused Schools Deliberately Developmental Organizations?

Autor/inn/en	Bailey, James A.; Weiner, Randy
Titel	Are Social-Emotional Learning Focused Schools Deliberately Developmental Organizations?
Quelle	In: Journal of Educational Leadership and Policy Studies, 6 (2022) 1, (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2473-2826
Schlagwörter	Social Emotional Learning; Adult Development; Organizational Learning; Aspiration; Competency Based Education + Suchen Sie Ihr Suchwort? Erwachsenwerden; Organisationslernen; Streben; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode
Abstract	The call for social-emotional development for students has increased through the pandemic, but these calls also require educators to understand the complex nature of social-emotional development as adults. This research study aimed to explore how schools known for social-emotional learning (SEL) support adult SEL development toward flourishing within complex environments. For this study, we used Keegan and Lahey's (2016) framework of a deliberately developmental organization which has found certain organizations center adult development as a primary strategy. We utilized this framework to explore if any of these characteristics of a deliberately developmental organization (DDO) are readily evident in schools highly focused on SEL. (As Provided).
Anmerkungen	Southern Connecticut State University. 501 Crescent Street, New Haven, CT 06515. e-mail: 203-392-7278; Web site: https:/go.southernct.edu/jelps/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01