Social research, issues, methods and process

Inside Interviewing – New Lenses, New Concerns

Media Discourse. (Cet. 1)

Joseph Mahoney, Joseph Durlak, and Roger Weissberg compare results from four large-scale meta-analyses of student outcomes related to participation in universal, school-based social and emotional l...

An update on social and emotional learning outcome research

Social and emotional learning (SEL) has become more central to education because of demand from educators, parents, students, and business leaders alongside rigorous research showing broad, positive impacts for students and adults. However, all approaches to SEL are not equal. Systemic SEL is an approach to create equitable learning conditions that actively involve all Pre-K to Grade 12 students in learning and practicing social, emotional, and academic competencies. These conditions require aligned policies, resources, and actions at state and district levels that encourage local schools and communities to build the personal and professional capacities of adults to: implement and continuously improve evidence-based programs and practices; create an inclusive culture that fosters caring relationships and youth voice, agency, and character; and support coordinated school-family-community partnerships to enhance student development. Promoting social and emotional competencies-including the abilities to understand and manage emotions, achieve positive goals, show caring and concern for others, establish and maintain positive relationships, and make responsible decisions-are important for success at school and in life. In this article, we summarize key concepts and evidence for systemic SEL. Next, we explain interrelated Theories of Action and resources developed by the Collaborative for Academic, Social, and Emotional Learning (CASEL) to implement and continuously improve systemic SEL in schools, districts, and states. We discuss research on nested, interacting settings and processes involved in systemic SEL at proximal (classrooms, schools, families, and communities) and distal (districts, states, national, and international) ecological levels. We conclude with recommendations for future SEL research, practice, and policy. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Systemic social and emotional learning: Promoting educational success for all preschool to high school students.

This study expands upon the extant prior meta-analytic literature by exploring previously theorised reasons for the failure of school-based, universal social and emotional learning (SEL) programmes...

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The impact of trial stage, developer involvement and international transferability on universal social and emotional learning programme outcomes: a meta-analysis

There is little doubt of the educational and social merits of developing children and young people's social and emotional capabilities. But there lacks consensus on what these capabilities are; what should be assessed or shown to have developed over time; and the most appropriate methods for doing this. Through the conceptual framework of ‘social and emotional dispositions and skills’ (SEDS), and based on research in Wales, we present the argument for an alternative assessment methodology designed to challenge dominant discourses in the field and present a ‘minoritarian’ perspective of children and young people's social and emotional learning. The intention of this paper is to present a rationale for the co‐construction of an understanding of the concept of SEDS and engage in critical debate with researchers and practitioners from a wide range of services for children and young people.

From Rhetoric to Reality: the problematic nature and assessment of children and young people's social; and emotional learning

This paper reports on a critical discourse analysis (CDA) of the New Labour (1997-2010) discourse of Social and Emotional Learning (SEL) in schools, and how it was understood and enacted by policymakers in England and in Wales within the context of devolved government across the UK. By SEL I mean universal school-based programs, located in the concept of children’s emotional wellbeing and concerned with developing children’s ability to understand, express and manage their emotions. Through a series of in-depth interviews with national level SEL policy actors this investigation worked to understand and identify how the SEL policy discourse worked “to privilege certain ideas and topics and speakers and exclude others” (Ball, 2008, p. 5). Through shining a critical light on the discourse of New Labour SEL policy makers this work responds to the call of Gunter et al. (2014) for critical education researchers to develop and amplify voices which challenge the current hegemonic “common sense” discourse. The findings identify that the relationship between language and political ideology in England and Wales during the New Labour years powerfully shaped the SEL policy discourse.

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A critical discourse analysis of the New Labour discourse of Social and Emotional Learning (SEL) across schools in England and Wales: Conversations with policymakers

Carl Emery

Papers

The impact of trial stage, developer involvement and international transferability on universal social and emotional learning programme outcomes: a meta-analysis

From Rhetoric to Reality: the problematic nature and assessment of children and young people's social; and emotional learning

A critical discourse analysis of the New Labour discourse of Social and Emotional Learning (SEL) across schools in England and Wales: Conversations with policymakers

Ministering to education

Children’s wellbeing in Wales: an ethos under attack