Transformative Social and Emotional Learning: Work Notes on an Action Research Agenda

Autor/inn/en	Williams, Brittney V.; Jagers, Robert J.
Titel	Transformative Social and Emotional Learning: Work Notes on an Action Research Agenda
Quelle	In: Urban Education, 57 (2022) 2, S.191-197 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Williams, Brittney V.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085920933340
Schlagwörter	Transformative Learning; Social Emotional Learning; Equal Education; Educational Improvement; Theory Practice Relationship; Urban Education; Educational Change; Activism; Parent Participation; Self Concept; Elementary Secondary Education; Organizations (Groups) + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Teaching improvement; Unterrichtsentwicklung; Theorie-Praxis-Beziehung; Stadtteilbezogenes Lernen; Bildungsreform; Aktivismus; Politischer Protest; Elternmitwirkung; Selbstkonzept
Abstract	The potential for transformative social and emotional learning (SEL) was conceptualized as a lever in service of equity. This article explains the next steps and working assumptions the Collaborative for Academic, Social, and Emotional Learning (CASEL) has employed to collectively address the inequities that exist in schools. The proposed research agenda has implications for the continuous improvement of various resources. It also supports the formation of research-practice partnerships that will work to find frameworks, spaces, and stakeholder groups that will journey to implement and promote relevant efforts needed to create equitable learning environments where youth can excel. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01