Motivating the SEL Field Forward Through Equity.

Format:

Book

Author/Creator:

Yoder, Nicholas.

Contributor:

Skoog-Hoffman, Alexandra.

Series:

Advances in Motivation and Achievement

Advances in Motivation and Achievement ; v.21

Language:

English

Physical Description:

1 online resource (281 pages)

Place of Publication:

Bingley : Emerald Publishing Limited, 2021.

Summary:

Motivating the SEL Field Forward Through Equitylooks for a deeper critical understanding of the role of social and emotional learning (SEL) as a lever for equitable access to the competencies and skills individuals will ultimately need to be successful in school, work, and life.

Contents:

Cover

MOTIVATING THE SEL FIELD FORWARD THROUGH EQUITY

ADVANCES IN MOTIVATION AND ACHIEVEMENT

Copyright

Dedication

CONTENTS

ABOUT THE EDITORS

ABOUT THE CONTRIBUTORS

Introduction: Motivating the SEL Field Forward through Equity

Abstract

Introduction

Overview of Two Fields

Social and Emotional Learning

Motivation Theory

Intersection between SEL and Motivation Theory

Importance of Grounding in Culture and Equity

Research-Practice Partnerships, Connecting SEL and Motivation

Overview of the Present Volume

Section 1: Motivation and SEL

Section 2: Equity and SEL

Section 3: Research-Practice Partnerships

References

1. Motivation and SEL

What Is the Role of Motivation in Social and Emotional Learning?

Introduction to Theory and Research

Connections between SEL and Motivation

SEL through the Lens of an Expectancy-Value-Cost Framework of Motivation

Promoting SEL and Equity through Motivation Interventions

Debunking Intervention Myths

A Culturally Relevant Curriculum to Support Motivation and SEL

Adopting a Practical Measure of Motivation in STEM Classrooms

Increasing Value through Cultural and Regional Relevance

Discussion and Conclusions

Motivation Theory and Its Yields for Promoting Students' Social and Emotional Competence

Social and Emotional Competence: Disentangling Capacities, Behaviors, and Outcomes

Salient Motivation Constructs and Theory: Connections with Behavior

Social Goals

Growth Mindsets

Autonomous Motivation

Summary

Social and Emotional Competence School Model

The Three Perceptions of Autonomy, Competence, and Relatedness

Social and Emotional Behaviors

Creating a Virtuous Cycle.

Instructional Practices Teachers Can Implement to Promote SEC Development

Equity Considerations

Future Directions

Conclusion

A Self-determination Theory Perspective on Social and Emotional Learning

SEL and SDT: Concepts, Definitions, and Applications

Self-determination Theory and Motivation

Basic Psychological Needs

The Role of the Social Environment

SDT-based Interventions

Student SEL Is Facilitated by Need-supportive Practices and Basic Psychological Needs Satisfaction

Academic Skills and Potential Mediators

Emotional Skills and Potential Mediators

Social Skills and Potential Mediators

Universality of Basic Psychological Needs Across Cultures

Alignment between SDT and Student SEL

Factors from Within

Factors from Above

Factors from Below

Implications for Policy and Practice

Future Directions for Research and Practice

Teachers as Prosocial Leaders Promoting Social and Emotional Learning

Prosocial Classroom Model

Motivational Systems from an Evolutionary Perspective

Leadership Styles

Impact of Teacher Stress on Leadership Style

Impact of Teacher Stress on SEL Instruction

Teacher Stress, Leadership Style, and Student Adversity

Teacher Stress, Leadership Style, and Implicit Bias

Implications for Theory, Policy, Practice, and Future Research

Implications for Theory

Implications for Future Research

2. Equity and SEL

Integrating Culturally Relevant Pedagogy with Teacher Social and Emotional Competencies and Capacities Training to Support ...

Culturally Relevant Pedagogy and SEL

CRP Principle 1: Identity and Achievement

CRP Principle 2: Equity and Excellence.

CRP Principle 3: Developmental Appropriateness

CRP Principle 4: Teaching the Whole Child

CRP Principle 5: Student-Teacher Relationships

Incorporating Culturally Relevant Pedagogy into Teacher Training on SEL

Strong Kids Intervention with a Cultural Adaptation

Turn 2 Us

Implementing SEL with an Equity Lens: The Role of "Stretching" in Teachers' Practice

Transformative SEL: A Case for Justice-focused SEL Instruction

Stretching: Moving toward Justice-oriented SEL Instruction

Gathering Preliminary Evidence of Stretching

What Do Transformative SEL and Stretching Look Like?

Stretching Policies and Frameworks

Stretching Relationships

Stretching Curricula

Stretching Instructional Practices

Conclusion and Implications

Acknowledgment

Increasing Disciplinary Equity by Teaching Neutralizing Routines to Teachers and Students

The Role of Implicit Bias in Decision-making

Project ReACT: An Approach to Increase Racial Equity in School Discipline

Using SEL Theory and Practice to Address Implicit Bias

Identify Group with Highest Disproportionality

Identify Vulnerable Decision Points

Examine Discipline Data for Contextual Patterns

Reflect on Personal Experiences and Learning Histories

Identify Decision States

Select One Vulnerable Decision Point

Using Neutralizing Routines

Design a Neutralizing Routine

Teach and Practice the Neutralizing Routine with Educators

Teach and Practice Stuck Points and Neutralizing Routine with Students

Recommendation

Leverage Inclusion of or Changes to Social and Emotional Standards

Boost Social and Emotional Competencies to Interrupt Coercive Interactions

Advance Research of the Decision-making Process in School Contexts

References.

Making Social and Emotional Learning Programs Relevant for Latino Youth of Immigration: The Role of Cultural Adaptations

Latino Youth in US Schools

Latino Youth of Immigration

Trauma-Focused SEL for LYOI

Unique Sociocultural Factors To Be Addressed for LYOI

Protective Factors

Unique Sociocultural and Emotional Needs and Risk Factors of LYOI

SEL for Acculturating Youth

Validated Models/Frameworks for Developing Cultural Adaptations

Culturally Adapted SEL for Immigrants

Conclusions

Advancing Equity through Culturally Responsive Social Emotional Education: Addressing International Student Integration

Cultural Competence and SEL

International Education

Methods

Participants

Data Sources

Results

Cultural Awareness and Knowledge

Academic and Professional Readiness Skills

Self-efficacy and Agency

Discussion

3. Research-practice Partnerships

The Motivating Affordances of Research-Practice Partnerships for Examining Equity-based Social and Emotional Learning Instr ...

What Is a Research-practice Partnership?

Key RPP Values as Behavioral Motivators for Researchers and Educators

Long-term Partnerships

Focus on Problems of Practice

Commitment to Mutualism

Use of Intentional Strategies to Foster Partnership

Produce Original Analyses

The Equity Lens Intrinsic to RPPs

SCoPE: An Equity-focused RPP

Shared Interest Sparks Conversation

Mutually Beneficial Goals

Complementarity of Partners

How SCoPE Fostered Key RPP Values That Motivated Partners

Recruiting Partners Who Shared Goals

Transparency Fostered Trust

Challenges Faced, Lessons Learned on Building Trust

Responsive Data Collection

Collecting Data to Reflect Multiple Voices.

Providing Mutual Support Through Community-based Research Assistants

Embracing Uncertainty as Opportunity

Using Shared Data to Address Problems of Practice

Collaborating in Professional Learning Communities

Ongoing Data Sharing Promoted Active Collaboration

Engaging in a Bidirectional Partnership to Support an Expanded Definition of Student Success

Overview of Research-practice Partnership

Guiding Principles in Action

Research and Practice-based Learnings

Recommendations for Future Directions for RPPs

Notes

Engaging in Equitable SEL: How Researchers and Practitioners Can Work Together to Expand Learning in Out-of-School Time

Out-of-School Time and SEL: Opportunities and Challenges

Connecting Research and Practice through Partnership

Four Lessons Learned from Our SEL-focused Researcher-Practitioner Partnerships

Keep People at the Center of the Work

Individuals and Organizations Must Be Ready

SEL Needs to Be Authentic, Aligned, and Grounded in Context

Focus on What We Can Control

Examples of Researcher-Practitioner Partnerships Grounded in Context

Implications and Future Directions for Research, Practice, and Policy

Elevating Context and Recognizing Readiness as a Critical Factor for Implementation

Focus on Aligning Educator Practice and Conditions for Learning in Support of Equitable SEL Practice

Measurement Considerations

Learning from and with Each Other and Sharing What We Know to Continue Field-building

Note

From Legislation to a Community Vision: Engaging Diverse Stakeholders in Developing Statewide SEL Guidance

Policy Context

History of Statewide SEL Efforts in Washington

Guiding Frameworks.

Description of the Research-Practice Partnership and Methods.

Notes:

Description based on publisher supplied metadata and other sources.

ISBN:

1-80043-464-2

OCLC:

1285165756