A Prevalence of "Policy-Based Evidence-Making." Forum: Should Schools Embrace Social and Emotional Learning?

Autor/in	Whitehurst, Grover J.
Titel	A Prevalence of "Policy-Based Evidence-Making." Forum: Should Schools Embrace Social and Emotional Learning?
Quelle	In: Education Next, 19 (2019) 3, S.68 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-9664
Schlagwörter	Stellungnahme; Emotional Development; Social Development; Academic Education; Emotional Intelligence; Interpersonal Competence; School Activities; Personality Traits; Elementary School Students; Secondary School Students; Individual Differences; Genetics; Values Education; Program Effectiveness; Educational Policy; Cognitive Ability; Evidence + Suchen Sie Ihr Suchwort? Gefühlsbildung; Soziale Entwicklung; Akademische Bildung; Emotionale Intelligenz; Interpersonale Kompetenz; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Sekundarschüler; Individueller Unterschied; Humangenetik; Werterziehung; Politics of education; Bildungspolitik; Denkfähigkeit; Evidenz
Abstract	Does the current drive to incorporate social and emotional learning (SEL) into the K-12 curriculum represent a positive reform that will lead schools to educate the "whole student" and ultimately boost young people's academic success? Or is it a distracting fad that comes with high opportunity costs? Common sense and considerable evidence tell us that many of the abilities that fall under the rubric of social and emotional learning--including individual effort, task-related social skills that enhance group productivity, and self-management abilities such as anger control--contribute to personal effectiveness, whether in school or elsewhere. But should schools try to teach this kind of competency, or stick to the academic domain? Can they even succeed at teaching social and emotional skills? The author maintains that the current approach to social and emotional learning is misguided, and that the evidence does not support the claims. [For "An Integrated Approach Fosters Student Success. Forum: Should Schools Embrace Social and Emotional Learning?," see EJ1217943.] (ERIC).
Anmerkungen	Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://educationnext.org/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01