Collaborative Action Research to Implement Social-Emotional Learning in a Rural Elementary School: Helping Students Become "Little Kids with Big Words"

Autor/in	San Antonio, Donna M.
Titel	Collaborative Action Research to Implement Social-Emotional Learning in a Rural Elementary School: Helping Students Become "Little Kids with Big Words"
Quelle	In: Canadian Journal of Action Research, 19 (2018) 2, S.26-47 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-7147
Schlagwörter	Social Development; Emotional Development; Skill Development; College School Cooperation; Poverty; Rural Schools; Elementary School Teachers; Elementary School Students; Race; Immigration; Gender Bias; Racial Bias; Social Bias; Whites; Teacher Student Relationship; Identification (Psychology); Communities of Practice; Empathy; Citizenship Responsibility; Cultural Awareness + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Kompetenzentwicklung; Qualifikationsentwicklung; Armut; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Rasse; Abstammung; Geschlechterstereotyp; Racial discrimination; Rassismus; White; Weißer; Teacher student relationships; Lehrer-Schüler-Beziehung; Community; Empathie; Cultural identity; Kulturelle Identität
Abstract	Research has shown that social and emotional learning (SEL) can benefit students in affective, interpersonal, communicative, and academic realms. However, teachers integrating SEL face a variety of logistical, pedagogical, and skill development challenges, including how to effectively facilitate classroom conversations on social justice and personal loss. This article draws from classroom observations, teacher conversations, interactive journals, and field notes to describe a seven-month-long university-school partnership to carry out an action research project in a high-poverty rural elementary school in the US. Teachers grappled with how to address race, immigration, and gender discrimination in a predominantly White community. Classroom vignettes, and teacher and author reflections, illustrate the iterative, developmental, and reciprocal aspects of learning between teachers and students, and between the university-based facilitator and teachers. (As Provided).
Anmerkungen	Canadian Association for Action Research in Education. 260 Dalhousie Street Suite 204, Ottawa, ON KIN 7E4, Canada. Tel: 705-474-3450; Fax: 705-474-1947; e-mail: cjar@nipissingu.ca; Web site: http://journals.nipissingu.ca/index.php/cjar/issue/archive
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01