Culturally Responsive Social Emotional Learning for International Students: Professional Development for Higher Education

Autor/inn/en	Yeh, Ellen; Sharma, Rashmi; Jaiswal-Oliver, Monika; Wan, Guofang
Titel	Culturally Responsive Social Emotional Learning for International Students: Professional Development for Higher Education
Quelle	In: Journal of International Students, 12 (2022) 1, S.19-41 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Yeh, Ellen) ORCID (Sharma, Rashmi) ORCID (Jaiswal-Oliver, Monika)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2162-3104
Schlagwörter	Culturally Relevant Education; Social Emotional Learning; Teaching Methods; Foreign Students; Academic Achievement; Student Attitudes; College Faculty; Teacher Attitudes; Barriers; Teacher Student Relationship; Universities; Social Support Groups; Best Practices; Metacognition; Interpersonal Competence; Decision Making; Interpersonal Relationship; Teacher Workshops; Self Management; Longitudinal Studies; Mentors; Graduate Students; Undergraduate Students + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Schülerverhalten; Fakultät; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; University; Universität; Social support; Soziale Unterstützung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Interpersonale Kompetenz; Decision-making; Entscheidungsfindung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Selbstmanagement; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	This qualitative study demonstrates how a culturally responsive teaching (CRT) approach builds the capacity of faculty and staff to create a social and emotional learning (SEL) environment that is conducive to success for international students. We propose a CRT--SEL model to address the increasing needs of mid-sized universities with emerging international students. The findings from 14 faculty and staff participants point to professional development strategies that can help reduce or remove barriers for working with international students. This study highlights the need to build upon the CRT and SEL tenets and align them with the existing support networks within the mid-size higher education institutions for classroom learning and off-campus activities to bolster international students' overall success. The results also indicate the faculty and staff's varying priorities and diverging trajectories. (As Provided).
Anmerkungen	Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jis@ojed.org; Web site: https://www.ojed.org/index.php/jis/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01