Social and Emotional Learning: Research, Practice, and Policy最新文献_第5页

Barriers and facilitators to social-emotional health screening in pediatrics: Results from a qualitative study of practitioner perspectives 儿科社会情感健康筛查的障碍和促进因素：来自从业者视角的定性研究结果

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-08-05 DOI: 10.1016/j.sel.2025.100136

Michelle Scotton Franklin , Ainsley Buck , Reed Kenny , Sophie Hurewitz , Nathaniel Neptune , Rasheca Logendran , Ellie Winslow , Elizabeth J. Gifford , Gillian Sanders-Schmidler , Rushina Cholera

Social-emotional health (SEH) affects well-being and outcomes across the lifespan and is most malleable when addressed before age five. Despite the importance of early screening, SEH screening does not occur at most well-child visits. This study aimed to evaluate the barriers and facilitators to implementing SEH screening across individual, community, and statewide levels and to develop implementation strategies for SEH screening among children ages 0–5 years at each level. We employed a qualitative descriptive design using semi-structured interviews with SEH experts across the United States (N = 38). Our final sample included pediatric clinicians, educators, and policymakers. We identified three themes to encompass relevant considerations for implementing SEH screening: (1) Prioritizing SEH, (2) Selecting a SEH measure, and (3) Accountability. All informants stressed the criticality of universal SEH screening, although our findings underscore the complex nature of implementing such strategies. Within each theme, informants emphasized the need for actions to prioritize equity and prevent harm that can be inflicted by tools and strategies lacking intentional health equity focus. Our results identified significant gaps preventing universal SEH screening from being implemented. Existing efforts and other potential solutions could be leveraged to address this. Improved infrastructure is necessary to make universal SEH screening achievable. When implementing SEH screening and selecting measures, both feasibility and equity should be considered. Such investments could facilitate the implementation of SEH screening and ultimately bolster children's mental health and well-being.

社会情绪健康（SEH）影响整个生命周期的幸福感和结果，在五岁之前得到解决是最具可塑性的。尽管早期筛查很重要，但大多数健康儿童就诊时并未进行SEH筛查。本研究旨在评估在个人、社区和全州层面实施SEH筛查的障碍和促进因素，并制定在每个层面对0-5岁儿童进行SEH筛查的实施策略。我们采用定性描述性设计，对美国各地的SEH专家进行半结构化访谈（N = 38）。我们最后的样本包括儿科临床医生、教育工作者和政策制定者。我们确定了三个主题，以涵盖实施SEH筛选的相关考虑因素：(1)优先考虑SEH，(2)选择SEH措施，(3)问责制。尽管我们的研究结果强调了实施此类策略的复杂性，但所有提供信息的人都强调了普遍进行SEH筛查的重要性。在每个主题中，举报人都强调有必要采取行动，优先考虑公平问题，并预防缺乏有意的卫生公平重点的工具和战略可能造成的伤害。我们的研究结果确定了阻碍普遍SEH筛查实施的重大差距。可以利用现有的努力和其他潜在的解决方案来解决这个问题。改善基础设施是实现普遍SEH筛查的必要条件。在实施SEH筛选措施时，应兼顾可行性和公平性。这些投资可以促进SEH筛查的实施，并最终促进儿童的心理健康和福祉。

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引用次数: 0

The role of educators in school-based social and emotional learning 教育工作者在校本社会和情感学习中的作用

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-07-22 DOI: 10.1016/j.sel.2025.100134

Nicole A. Elbertson , Patricia A. Jennings , Marc A. Brackett

Now, more than ever, schools are embracing social and emotional learning (SEL). Most SEL programs center on educators teaching children specific competencies and skills related to self-awareness, relationships, self-regulation, empathy, problem solving, and perspective taking. Professional development to support high-quality implementation generally introduces teachers to the lessons they will deliver to their students. But more recently, there has been a greater focus on professional development identified as educator SEL. The term, however, is elusive, as there is no agreed-upon definition in the field about what that educator SEL entails. In this article, we describe three domains of educator SEL: (1) delivering direct instruction on SEL to students, (2) integrating SEL principles and skills into their teaching practices, and (3) developing their own SEL competencies to support their own well-being and serve as effective role models for students. This article presents a comprehensive model of educator SEL, which includes the adult as learner, role model, infuser, and direct instructor. Drawing on the latest research, we present this model and discuss implications for policy, practice, and research.

现在，学校比以往任何时候都更喜欢社交和情感学习（SEL）。大多数SEL项目的重点是教育工作者教授孩子们与自我意识、人际关系、自我调节、同理心、解决问题和接受观点有关的特定能力和技能。支持高质量实施的专业发展通常会向教师介绍他们将向学生传授的课程。但最近，人们更加关注专业发展，即教育工作者SEL。然而，这个术语是难以捉摸的，因为在这个领域没有关于教育者SEL的一致定义。在本文中，我们描述了教育者SEL的三个领域：(1)向学生提供直接的SEL指导；(2)将SEL原则和技能融入他们的教学实践；(3)发展他们自己的SEL能力，以支持他们自己的福祉，并成为学生的有效榜样。本文提出了一个全面的教育SEL模式，包括成人作为学习者、榜样、灌输者和直接指导者。根据最新的研究，我们提出了这个模型，并讨论了对政策、实践和研究的影响。

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引用次数: 0

State education policies as a critical component of systemic SEL: Roger Weissberg’s vision and continuing impact 国家教育政策作为系统SEL的关键组成部分：罗杰·韦斯伯格的愿景和持续影响

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-07-18 DOI: 10.1016/j.sel.2025.100135

Nick Yoder , Caitlin Dermody , Andy Tucker , Asher A. Miller , Ruth Cross , Pat Conner , Dana Godek , Chi Kim , Linda Dusenbury

What does it mean to promote social and emotional learning (SEL) across all 50 states? That was the visionary question of Dr. Roger Weissberg when he and the Collaborative for Academic, Social, and Emotional Learning (CASEL) set out to collaborate with state policymakers, funders, and experts over the past 20 years. As a result of the deep learning and collaboration that Roger inspired, the strategies of promoting state systemic SEL evolved across time. To create policy change for SEL, Roger recognized the need to unite state policymakers with experts and funders to develop and share policies in support of both students and adults. Leading with the experience of deep collaboration in one state, the success of implementing systemic SEL through the Collaborating Districts Initiative (CDI), and the unwavering collaborative mindset that was uniquely Roger, his vision led to a network, The Collaborating States Initiative (CSI). The CSI enables states to work together to create the conditions necessary for districts, schools, and educators to support the whole child. Through this collaborative network and Roger’s expertise, the concepts of SEL, resilience, character education, and youth development have spread to nearly every state, and the process of implementing systemic SEL continues to thrive, even within various political environments. Roger’s bold vision for systemic SEL lives on with CASEL’s work with states today and has formed a strong foundation for the future. In this article, Roger's collaborators reflect on the history, progress, and future directions of state policy work and its extensive impact on millions of students and adults.

在所有50个州促进社会和情感学习（SEL）意味着什么？这是罗杰·韦斯伯格博士在过去20年里与学术、社会和情感学习合作组织（CASEL）开始与国家决策者、资助者和专家合作时提出的一个有远见的问题。由于罗杰启发的深度学习和协作，促进状态系统SEL的策略随着时间的推移而发展。为了为SEL创造政策变化，罗杰认识到需要将国家政策制定者与专家和资助者联合起来，共同制定和分享支持学生和成年人的政策。凭借在一个州的深度合作经验，通过合作地区倡议（CDI）成功实施系统SEL，以及罗杰独特的坚定不移的合作心态，他的愿景导致了一个网络，即合作州倡议（CSI）。CSI使各州能够共同努力，为地区、学校和教育工作者创造必要的条件，以支持整个儿童。通过这个合作网络和罗杰的专业知识，SEL，弹性，性格教育和青少年发展的概念已经传播到几乎每个州，实施系统SEL的过程继续蓬勃发展，即使在各种政治环境中。Roger对系统性SEL的大胆设想与CASEL今天与各州的合作密切相关，并为未来奠定了坚实的基础。在这篇文章中，罗杰的合作者反思了国家政策工作的历史、进展和未来方向，以及它对数百万学生和成年人的广泛影响。

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引用次数: 0

Circle Up Self-Regulatory Framework: Integrating social, emotional, and academic learning 循环自我调节框架：整合社会，情感和学术学习

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-07-10 DOI: 10.1016/j.sel.2025.100133

Jess Gropen, Katie Bevan, Bill Wilmot

While there is growing recognition that social-emotional learning (SEL) programs integrated with academic learning hold promise for increasing student engagement and academic achievement, there is a need for approaches to integrated SEL that provide an explicit account of how they enhance academic achievement and that can be applied to any subject matter (i.e., that are discipline-agnostic). This Perspectives article presents the Circle Up Self-Regulatory Framework (CU Framework). Drawing on research on motivation, emotion, and self-regulation, the CU Framework addresses the thoughts, feelings, and actions that arise during learning activities as students grapple with reaching their learning goals. Specifically, the Framework is based on an elaboration of Zimmerman’s (2000) self-regulatory cycle and is organized around three person-oriented learning patterns: strategic learning (to help students be strategic in reaching their learning goals); meaningful learning (to help students ignite their passion for learning); and resilient learning (to help students see challenges as opportunities for growth). After each learning pattern is presented, the paper discusses how all three patterns work in combination and how they have been used as a set of constraints on co-designing tools, strategies, and routines with education partners. The paper concludes with a summary and discussion of limitations and future directions.

Impact Statement

Provides an explicit research-based framework for integrated social-emotional learning (SEL) based on a synthesis of research in self-regulation, motivation, emotion, mindset, and engagement; argues for a goal-oriented approach to integrated SEL that addresses the thoughts, feelings, and actions that arise during learning activities as students grapple with reaching their learning goals; responds to the need for integrated SEL approaches that provide an explicit account of how they enhance academic achievement; responds to the need for more discipline-agnostic integrated SEL programs that can be applied generally; supports student learning that is strategic, meaningful, and resilient; increases student engagement and academic achievement.

虽然越来越多的人认识到，与学术学习相结合的社会情感学习（SEL）项目有望提高学生的参与度和学业成就，但我们需要一种整合SEL的方法，这种方法可以明确地说明它们如何提高学业成就，并且可以应用于任何学科（即学科不可知论）。这篇展望文章介绍了向上循环自我监管框架（CU框架）。通过对动机、情感和自我调节的研究，CU框架解决了学生在努力实现学习目标时在学习活动中产生的思想、感觉和行为。具体来说，该框架是基于对Zimmerman（2000）自我调节周期的阐述，并围绕三种以人为本的学习模式进行组织：战略性学习（帮助学生在达到学习目标时具有战略性）；有意义的学习（帮助学生点燃学习热情）；以及弹性学习（帮助学生将挑战视为成长的机会）。在介绍了每种学习模式之后，本文讨论了这三种模式是如何结合起来工作的，以及它们如何被用作与教育伙伴共同设计工具、策略和例程的一组约束。文章最后总结并讨论了局限性和未来的发展方向。影响陈述：基于自我调节、动机、情绪、心态和参与的综合研究，为综合社会情绪学习（SEL）提供了一个明确的研究框架；主张以目标为导向的综合SEL方法，解决学生在努力实现学习目标时在学习活动中产生的思想、感受和行动；回应对综合SEL方法的需求，明确说明他们如何提高学业成绩；回应了对更多学科不可知的综合SEL项目的需求，这些项目可以普遍应用；支持学生战略性的、有意义的、有弹性的学习；提高学生的参与度和学业成绩。

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引用次数: 0

Professional learning to support social and emotional skills in the preschool classroom: A randomized controlled trial of Sesame Street’s Building a Connected Community online course 在学前班课堂上支持社交和情感技能的专业学习：芝麻街建立连接社区在线课程的随机对照试验

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-06-28 DOI: 10.1016/j.sel.2025.100132

Danielle Riser , Leanne Elliott , Tina Ryznar , Chanel Brown , David Cohen , Antonio Freitas , Katie Dahlke

Building social and emotional skills during early childhood is crucial, and preschool classrooms are an ideal context to support children’s social and emotional competence. This classroom-level randomized controlled trial examined the implementation and impact of Building a Connected Community, a digital course and set of resources created by Sesame Workshop to help preschool teachers support children’s social and emotional skills and engage families in the classroom. The sample included 70 preschool classrooms at 20 programs across the United States. Classrooms were randomly assigned to either receive Building a Connected Community or continue with business as usual (control). Eighty percent of teachers assigned to receive Building a Connected Community implemented it with fidelity. Teachers in the Building a Connected Community condition showed significantly higher self-efficacy and practices supporting children’s social and emotional competence compared to teachers in the control condition. They also had significantly higher caregiver engagement practices compared to teachers in the control condition. Children in the Building a Connected Community condition had significantly higher social and emotional competence compared to children in control classrooms based on teacher reporting in the postsurvey. The study also examined the impact on teachers’ self-efficacy in engaging with caregivers, caregiver reports of teachers’ engagement practices, caregivers’ relationships with teachers, and caregiver reports of children’s social and emotional competence but did not find a significant effect for these outcomes. Overall, the data suggest that Building a Connected Community is a promising and easily accessible intervention for supporting social and emotional skills in the preschool classroom.

在儿童早期建立社交和情感技能是至关重要的，幼儿园教室是支持儿童社交和情感能力的理想环境。这项课堂水平的随机对照试验检验了“建立连接社区”的实施和影响，这是一门由芝麻工作室创建的数字课程和一套资源，旨在帮助幼儿园教师支持儿童的社交和情感技能，并吸引家庭参与课堂。样本包括美国20个项目的70个幼儿园教室。教室被随机分配，要么接受“建立互联社区”，要么继续照常工作（对照组）。80%接受“建立互联社区”项目的教师忠实地实施了该项目。与控制组教师相比，建立联系社区组教师的自我效能感和支持儿童社交能力和情感能力的实践显著提高。与对照组的教师相比，他们也有明显更高的照顾者参与实践。根据教师在事后调查中的报告，在建立连接社区条件下的儿童与在控制教室的儿童相比，具有显著更高的社会和情感能力。该研究还检查了教师在与照顾者接触时的自我效能感、照顾者对教师参与实践的报告、照顾者与教师的关系以及照顾者对儿童社交和情感能力的报告，但没有发现这些结果的显著影响。总的来说，数据表明，建立一个连接的社区是一个有前途的和容易获得的干预措施，以支持幼儿园课堂上的社会和情感技能。

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引用次数: 0

Psychometric properties of a social and emotional competence assessment for middle school students 中学生社会与情感能力评价的心理测量特征

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-06-24 DOI: 10.1016/j.sel.2025.100128

Clark McKown , Nicole Russo-Ponsaran , Matthew Wronski , Ashley Karls

This study describes the rationale, design, development, and technical properties of SELweb MS, a direct assessment of social and emotional competencies in middle school students. Assessment and item design were iteratively developed with input from youth and experts to measure five domains: Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision-Making. Across three studies involving more than 3600 students, SELweb MS subtest scores demonstrated moderate to strong internal consistency and six-month temporal stability reliability. In addition, confirmatory factor analysis supported a five-factor structure corresponding to the five competencies the assessment was designed to measure. Associations with alternative measures of the same competencies supported convergent validity and provided mixed support for discriminant validity. Finally, performance on SELweb MS was positively associated with teacher-rated social skills and academic engagement and negatively associated with problem behaviors.

Impact Statement

This paper described SELweb MS, a novel middle school assessment of social and emotional competencies. The paper includes three studies that together describe the iterative development of SELweb MS and its psychometric properties, including score reliability, structural validity, and criterion-related validity. Results suggest that scores derived from SELweb MS have good reliability and evidence of validity for characterizing student social and emotional strengths and needs.

本研究描述了selwebms的基本原理、设计、开发和技术特性，selwebms是一种直接评估中学生社交和情感能力的工具。评估和项目设计是根据青年和专家的意见迭代开发的，以测量五个领域：自我意识、自我管理、社会意识、关系技能和负责任的决策。在涉及3600多名学生的三项研究中，SELweb MS子测试分数表现出中等到强烈的内部一致性和六个月的时间稳定性可靠性。此外，验证性因子分析支持一个五因素结构，对应于评估旨在测量的五种能力。与相同能力的其他测量方法的关联支持收敛效度，并为区分效度提供混合支持。最后，selwebms的表现与教师评价的社会技能和学术投入呈正相关，与问题行为负相关。影响陈述本文描述了SELweb MS，一种新的中学社会和情感能力评估。本文包括三项研究，它们共同描述了SELweb MS的迭代开发及其心理测量特性，包括分数信度、结构效度和标度相关效度。结果表明，SELweb MS的分数在表征学生的社会和情感优势和需求方面具有良好的信度和效度。

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引用次数: 0

“Once upon a time there was an autonomic response”: Developing a praxis for integrating polyvagal theory into early childhood education to improve children’s emotion regulation “曾几何时，有一种自主反应”：将多迷走神经理论融入幼儿教育，提高儿童情绪调节能力的实践

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-06-20 DOI: 10.1016/j.sel.2025.100127

Alice-Simone Balter , Jane Bertrand , Ellen Katz

This article aims to deepen understandings of emotion regulation by using Polyvagal Theory to situate the autonomic nervous system as the catalyst of emotional dysregulation and regulation. Early childhood educators are key socializers of emotion regulation, thus, we present a praxis to consider the polyvagal perspective and impact of responsive relationships, play environments, and mindfulness practices in early learning settings. This article puts forth a novel contribution of theoretical and implementable emotion regulation skills from a polyvagal perspective in early childhood education contexts.

本文旨在运用多迷走神经理论，将自主神经系统定位为情绪失调和调节的催化剂，从而加深对情绪调节的理解。幼儿教育工作者是情绪调节的关键社交者，因此，我们提出了一个实践来考虑多迷走神经的观点和反应性关系的影响，游戏环境，以及早期学习环境中的正念练习。本文从多迷走神经的角度提出了幼儿教育背景下理论和可实施的情绪调节技能的新贡献。

引用次数: 0

Social and emotional learning competencies and early grade pupils’ academic success: Educational stakeholders’ perspectives 社会、情感学习能力与初中生学业成功：教育利益相关者的视角

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-06-14 DOI: 10.1016/j.sel.2025.100125

Pambas Basil Tandika , Placidius Ndibalema , Godlove Lawrent

The influence of social and emotional learning on student academic achievement is widely explored. However, little has been learned about how educators, caregivers and other key educational stakeholders perceive social and emotional learning competencies in relation to early academic success. A qualitative study approach was adopted and individual and focus group interviews were used as data collection tools. A total of 573 participants from Tanzania Mainland and Zanzibar were involved in the study. The main participants were early grade teachers, head teachers, parents and ward educational officers. The gathered data were thematically analysed. The educational stakeholders had varied views regarding social and emotional learning competencies associated with skills that may impact children’s academic subjects. Only skills from three social and emotional learning competencies were regularly mentioned as crucial in achieving this particular role. Capacity strengthening would help educational stakeholders to further identify contextually-relevant social and emotional learning competencies related skills that shape pupils’ academic success.

社会学习和情感学习对学生学业成绩的影响被广泛探讨。然而，关于教育工作者、照顾者和其他主要教育利益相关者如何看待社会和情感学习能力与早期学业成功的关系，人们知之甚少。采用定性研究方法，并使用个人和焦点小组访谈作为数据收集工具。共有573名来自坦桑尼亚大陆和桑给巴尔的参与者参与了这项研究。参加活动的主要有低年级教师、班主任、家长和病区教育负责人。对收集到的数据进行了专题分析。教育利益相关者对与可能影响儿童学业科目的技能相关的社会和情感学习能力有不同的看法。只有来自三种社交和情感学习能力的技能被经常提到是实现这一特定角色的关键。能力加强将有助于教育利益相关者进一步确定与情境相关的社会和情感学习能力，这些能力与塑造学生学业成功的技能有关。

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引用次数: 0

Evolving transformative social and emotional learning with an ecological perspective 从生态学的角度来看，不断发展的社会和情感学习

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-06-09 DOI: 10.1016/j.sel.2025.100126

Renee Owen , Meena Srinivasan , Shannon Wanless

Climate change is a complex issue that needs to be more fully addressed in schools. There may be a critical role for the field of social and emotional learning (SEL) to play in helping educators and students talk about climate change and understand their role in climate action, as members of an interconnected ecosystem. We propose that for SEL to be able to serve climate education, it must build on its recent transformative evolution to be more firmly grounded in equity (Transformative SEL; tSEL) by taking an ecological perspective – a perspective that acknowledges the interconnectedness of all living things with a focus on interdependence and interbeing. The article maps the development of SEL from personal to transformative and proposes further evolving SEL to integrate an ecological perspective. Addressing the need for an ecological ontology in tSEL, and explicitly including climate justice and climate action in the transformative SEL pedagogical construct, would help ensure tSEL fulfills its intended outcome to transform systemic inequity. The article includes examples of ecological pedagogical applications that address climate justice within tSEL practices.

气候变化是一个复杂的问题，需要在学校中得到更充分的解决。社会和情感学习（SEL）领域可能在帮助教育工作者和学生谈论气候变化并理解他们作为相互关联的生态系统成员在气候行动中的作用方面发挥关键作用。我们建议，为了使SEL能够服务于气候教育，它必须在其最近的变革性发展的基础上，更加坚定地立足于公平(变革性SEL；tSEL)，从生态学的角度出发，承认所有生物的相互联系，关注相互依存和相互作用。本文从个人到变革的角度描绘了SEL的发展，并提出了进一步发展SEL以整合生态视角。解决tSEL中生态本体论的需求，并明确地将气候正义和气候行动纳入变革性的SEL教学结构，将有助于确保tSEL实现其改变系统性不平等的预期结果。文章包括在tSEL实践中解决气候正义的生态教学应用的例子。

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引用次数: 0

Coordinating efforts to improve outcomes, grow social and emotional learning, and improve students’ lives: Roger Weissberg’s collaborations with the American Institutes for Research 协调努力改善结果，发展社会和情感学习，改善学生的生活：罗杰·韦斯伯格与美国研究所的合作

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-06-01 DOI: 10.1016/j.sel.2025.100122

David Osher , Kimberly Kendziora , Nicholas Yoder , Juliette Berg , Sandra Williamson , Greta Colombi

We commemorate Roger Weissberg’s life and contributions to the field by sharing the history of his collaborations with staff at the American Institutes for Research (AIR). In the early 2000s, CASEL joined AIR and the Learning First Alliance in a partnership that aimed to (a) build understanding of the relationships among students’ social and emotional learning (SEL), safe and supportive learning communities, and academic development; (b) develop measures of SEL and safe and supportive learning communities, (c) develop policies to support use of SEL measures in schools; and (d) enhance school capacity for SEL nationwide. We show how sustained, collaborative efforts over two decades advanced progress toward each of these goals. Weissberg advised AIR’s work developing a measure of conditions for learning in schools that included a scale assessing peers’ social and emotional competence. AIR served as the independent evaluator for CASEL’s ambitious Collaborating Districts Initiative (CDI), which demonstrated that districts could make social and emotional learning a systemic part of all children’s education. Beginning with the CDI, AIR worked on SEL measurement with CASEL. Finally, Roger played an active role in multiple training and technical assistance centers that worked to build educators’ capacity to address SEL in their work.

Impact Statement

Roger Weissberg had an enormous influence on the field of social and emotional learning. One way his ideas and energy touched the lives of schoolchildren across the nation was through collaborating on research, measurement, and technical assistance work with the American Institutes for Research. This article shares the context and history of this work.

我们通过与美国研究所（AIR）的工作人员分享他的合作历史来纪念罗杰·韦斯伯格的一生和对该领域的贡献。在21世纪初，CASEL加入了AIR和学习第一联盟，旨在(a)建立对学生的社会和情感学习（SEL）、安全和支持性学习社区和学术发展之间关系的理解；(b)制定SEL措施以及安全和支持性学习社区；(c)制定政策，支持在学校使用SEL措施；(d)在全国范围内提高学校的SEL能力。我们展示了二十年来持续的合作努力如何推动了这些目标的实现。Weissberg建议AIR开发一种学校学习条件的测量方法，其中包括评估同龄人社交和情感能力的量表。AIR担任CASEL雄心勃勃的合作学区倡议（CDI）的独立评估员，该倡议表明，学区可以将社交和情感学习作为所有儿童教育的系统组成部分。从CDI开始，AIR使用CASEL进行SEL测量。最后，罗杰在多个培训和技术援助中心发挥了积极作用，这些中心致力于培养教育工作者在工作中解决SEL问题的能力。影响陈述罗杰·韦斯伯格在社会和情感学习领域有着巨大的影响。他的思想和精力通过与美国研究所在研究、测量和技术援助方面的合作，影响了全国学童的生活。本文将分享这项工作的背景和历史。

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引用次数: 0