Integrating Academic, Social, and Emotional Learning to Advance Equity and Achievement. Meeting 31 Summary (Oakland, California, December 6-7, 2016)

Autor/in	Knudson, Joel
Institution	California Collaborative on District Reform
Titel	Integrating Academic, Social, and Emotional Learning to Advance Equity and Achievement. Meeting 31 Summary (Oakland, California, December 6-7, 2016)
Quelle	(2016), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Integrated Activities; Academic Achievement; Social Development; Emotional Development; Equal Education; Elementary Secondary Education; Context Effect; Change Strategies; Definitions; Competency Based Education; Outcomes of Education; Instructional Effectiveness; Educational Practices; Faculty Development; Teacher Collaboration; Protocol Materials; Curriculum Development; Behavior Change; Race; Outcome Measures; Improvement Programs; California + Suchen Sie Ihr Suchwort? Integrierender Unterricht; Schulleistung; Soziale Entwicklung; Gefühlsbildung; Lösungsstrategie; Begriffsbestimmung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Lernleistung; Schulerfolg; Unterrichtserfolg; Bildungspraxis; Lehrerkooperation; Unterrichtsprotokoll; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Rasse; Abstammung; Effizienzsteigerung; Kalifornien
Abstract	The California Collaborative on District Reform convened in Oakland for a two-day meeting, "Integrating Academic, Social, and Emotional Learning to Advance Equity and Achievement." The meeting explored methods to support and integrate academic, social, and emotional learning in K-12 education. Implementation efforts surrounding the Common Core State Standards have frequently addressed the knowledge and skills needed for academic success. The interpersonal and intrapersonal competencies embodied through social and emotional learning (SEL), however, are often preconditions for academic engagement, and represent critical skills for career and civic success beyond the classroom. Discussion during the meeting explored ways in which school districts can integrate SEL with academic efforts to best position students to thrive in and out of school. Participants received a briefing book of resources and literature that included information about the Oakland context, research and policy about SEL, current SEL progress in Oakland Unified School District (OUSD), information about OUSD's SEL instruction and curriculum, strategies for how to transform adult behavior and culture, equity and SEL, and how to assess and report SEL competencies. (As Provided).
Anmerkungen	California Collaborative on District Reform. Available from: American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: cacollaborative@air.org; Web site: https://cacollaborative.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01