Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7464-5.ch006
R. Linder
High-quality narrative and informational texts can provide young adolescents with mirrors which reflect their lived experiences and windows into the lives of those with whom they are less familiar. These texts can connect with the social-emotional learning (SEL) competencies of self-awareness and social awareness. Connections between SEL programs and integration with literacy practices are described. Literacy approaches grounded in reader response theory and critical literacy theory provide the basis for reading and understanding diverse texts and support the development of SEL competencies. The chapter presents criteria for selecting high-quality literature, 13 text recommendations for self-awareness and social awareness, and ideas for activities and discussion.
{"title":"Promoting Self-Awareness and Social Awareness in Middle School Students Through Literature Featuring Diverse Characters","authors":"R. Linder","doi":"10.4018/978-1-7998-7464-5.ch006","DOIUrl":"https://doi.org/10.4018/978-1-7998-7464-5.ch006","url":null,"abstract":"High-quality narrative and informational texts can provide young adolescents with mirrors which reflect their lived experiences and windows into the lives of those with whom they are less familiar. These texts can connect with the social-emotional learning (SEL) competencies of self-awareness and social awareness. Connections between SEL programs and integration with literacy practices are described. Literacy approaches grounded in reader response theory and critical literacy theory provide the basis for reading and understanding diverse texts and support the development of SEL competencies. The chapter presents criteria for selecting high-quality literature, 13 text recommendations for self-awareness and social awareness, and ideas for activities and discussion.","PeriodicalId":317601,"journal":{"name":"Handbook of Research on Supporting Social and Emotional Development Through Literacy Education","volume":"126 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124052156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7464-5.ch008
Elisabeth Spinner
English teachers' use of reading and writing instruction in a social justice-focused curriculum can include social action projects that encourage students to get involved in activism and also promotes social and emotional learning. This chapter outlines the research behind and steps towards using reading and writing in ways that encourage students to get involved in activism. The assignments and lessons suggested also include social and emotional learning competencies. Two specific texts are used to provide readers with concrete examples of implementing the ideas presented in classrooms.
{"title":"Using Activism to Cultivate Social and Emotional Learning in the English Language Arts Classroom","authors":"Elisabeth Spinner","doi":"10.4018/978-1-7998-7464-5.ch008","DOIUrl":"https://doi.org/10.4018/978-1-7998-7464-5.ch008","url":null,"abstract":"English teachers' use of reading and writing instruction in a social justice-focused curriculum can include social action projects that encourage students to get involved in activism and also promotes social and emotional learning. This chapter outlines the research behind and steps towards using reading and writing in ways that encourage students to get involved in activism. The assignments and lessons suggested also include social and emotional learning competencies. Two specific texts are used to provide readers with concrete examples of implementing the ideas presented in classrooms.","PeriodicalId":317601,"journal":{"name":"Handbook of Research on Supporting Social and Emotional Development Through Literacy Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115684383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7464-5.ch003
Minkie O. English, Rozanne Dioso-Lopez, Salika Lawrence
An exploratory and descriptive case study of the experiences of secondary learners at a community-based learning center on the Caribbean coast in Latin America, this study explores how the Casa Morpho Community of Learners (CoL) model met the socio-emotional (SEL) and literacy needs of adolescents within various virtual environments during the quarantine in Costa Rica. Using lesson plans, teachers' reflective notes, and a developed Learners reflective survey, the following questions were addressed: 1) How did Casa Morpho's curriculum support learners in virtual environments, and with their SEL and literacy needs during the COVID-19 pandemic? 2) What practices were used and how do learners perceive those experiences?
{"title":"Supporting Learner Social-Emotional Learning and Literacy in Virtual Environments","authors":"Minkie O. English, Rozanne Dioso-Lopez, Salika Lawrence","doi":"10.4018/978-1-7998-7464-5.ch003","DOIUrl":"https://doi.org/10.4018/978-1-7998-7464-5.ch003","url":null,"abstract":"An exploratory and descriptive case study of the experiences of secondary learners at a community-based learning center on the Caribbean coast in Latin America, this study explores how the Casa Morpho Community of Learners (CoL) model met the socio-emotional (SEL) and literacy needs of adolescents within various virtual environments during the quarantine in Costa Rica. Using lesson plans, teachers' reflective notes, and a developed Learners reflective survey, the following questions were addressed: 1) How did Casa Morpho's curriculum support learners in virtual environments, and with their SEL and literacy needs during the COVID-19 pandemic? 2) What practices were used and how do learners perceive those experiences?","PeriodicalId":317601,"journal":{"name":"Handbook of Research on Supporting Social and Emotional Development Through Literacy Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121832267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7464-5.ch014
Megan Reister, Marianne Andrén, Madelyn A. Dichard
This chapter focuses on early childhood, the social and emotional needs of children and their families, use of technology, and use of children's literature in both print form and through digital means. Readers will learn about a service project called Students Serving Moms. Through this service project, pre-service teachers, or education majors, from a teacher preparation program alongside other college students at the university, work with families in the community. This relational service project continued in spite of restrictions from the pandemic due to the members of Students Serving Moms embracing change and using virtual means to work with the children of all abilities and ages in efforts to meet the social and emotional needs of the children. This chapter will benefit teacher educators who may want to replicate this service project at their institutions whether virtually or through face-to-face means. Pre-service teachers will also benefit from reading this chapter as they consider ways they can create connections with children through developmentally appropriate practices.
{"title":"Students Serving Moms and Meeting the Social and Emotional Needs of Children","authors":"Megan Reister, Marianne Andrén, Madelyn A. Dichard","doi":"10.4018/978-1-7998-7464-5.ch014","DOIUrl":"https://doi.org/10.4018/978-1-7998-7464-5.ch014","url":null,"abstract":"This chapter focuses on early childhood, the social and emotional needs of children and their families, use of technology, and use of children's literature in both print form and through digital means. Readers will learn about a service project called Students Serving Moms. Through this service project, pre-service teachers, or education majors, from a teacher preparation program alongside other college students at the university, work with families in the community. This relational service project continued in spite of restrictions from the pandemic due to the members of Students Serving Moms embracing change and using virtual means to work with the children of all abilities and ages in efforts to meet the social and emotional needs of the children. This chapter will benefit teacher educators who may want to replicate this service project at their institutions whether virtually or through face-to-face means. Pre-service teachers will also benefit from reading this chapter as they consider ways they can create connections with children through developmentally appropriate practices.","PeriodicalId":317601,"journal":{"name":"Handbook of Research on Supporting Social and Emotional Development Through Literacy Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122854933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7464-5.ch007
A. D. Franks, Audra I. Classen, Tracey S. Hodges
In this chapter, the authors discuss how early childhood educators (ECE) can use the Recognizing, Embracing, and Advocating for Diversity (READ) framework to teach young children about diversity. Designing inclusive classrooms provides ECEs with opportunities to create an engaging and positive learning environment. This multi-layered framework, positioned by literacy practices and informed by anti-bias education and the UDL lens, promotes perspective-taking and focuses on ensuring all children have an equitable learning experience and opportunities to fully participate in all aspects of their education. By establishing the READ guidelines, the authors hope to encourage understanding of how ECEs can create classroom environments and activities that teach young children about diversity while providing them with opportunities to practice recognizing, embracing, and advocating for diversity as they grow and learn.
{"title":"Recognizing, Embracing, and Advocating for Diversity to Develop Young Children's Social-Emotional Skills","authors":"A. D. Franks, Audra I. Classen, Tracey S. Hodges","doi":"10.4018/978-1-7998-7464-5.ch007","DOIUrl":"https://doi.org/10.4018/978-1-7998-7464-5.ch007","url":null,"abstract":"In this chapter, the authors discuss how early childhood educators (ECE) can use the Recognizing, Embracing, and Advocating for Diversity (READ) framework to teach young children about diversity. Designing inclusive classrooms provides ECEs with opportunities to create an engaging and positive learning environment. This multi-layered framework, positioned by literacy practices and informed by anti-bias education and the UDL lens, promotes perspective-taking and focuses on ensuring all children have an equitable learning experience and opportunities to fully participate in all aspects of their education. By establishing the READ guidelines, the authors hope to encourage understanding of how ECEs can create classroom environments and activities that teach young children about diversity while providing them with opportunities to practice recognizing, embracing, and advocating for diversity as they grow and learn.","PeriodicalId":317601,"journal":{"name":"Handbook of Research on Supporting Social and Emotional Development Through Literacy Education","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127471549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7464-5.ch013
Dave Adams, B. Hamre, Lawrence A. Farmer
Teacher social emotional competence has been connected to literacy development as well as broader academic outcomes through the domains of Emotional Support and Classroom Organization of the Classroom Assessment Scoring System (CLASS). Despite these findings, teacher development has yet to place an emphasis on social emotional skill development in line with such research. Drawing on diffusion of innovations literature, the authors offer a conceptual model that ties teacher social emotional skill development directly to the instructional support domain of the CLASS, thereby increasing the compatibility of social emotional learning to teaching and learning outcomes, including literacy. The analysis identified perspective-taking and social cue recognition as key opportunities for instructionally-aligned teacher social emotional skill development. The authors make recommendations for methods to increase these skills for teachers.
{"title":"Instructional Interactions and Literacy","authors":"Dave Adams, B. Hamre, Lawrence A. Farmer","doi":"10.4018/978-1-7998-7464-5.ch013","DOIUrl":"https://doi.org/10.4018/978-1-7998-7464-5.ch013","url":null,"abstract":"Teacher social emotional competence has been connected to literacy development as well as broader academic outcomes through the domains of Emotional Support and Classroom Organization of the Classroom Assessment Scoring System (CLASS). Despite these findings, teacher development has yet to place an emphasis on social emotional skill development in line with such research. Drawing on diffusion of innovations literature, the authors offer a conceptual model that ties teacher social emotional skill development directly to the instructional support domain of the CLASS, thereby increasing the compatibility of social emotional learning to teaching and learning outcomes, including literacy. The analysis identified perspective-taking and social cue recognition as key opportunities for instructionally-aligned teacher social emotional skill development. The authors make recommendations for methods to increase these skills for teachers.","PeriodicalId":317601,"journal":{"name":"Handbook of Research on Supporting Social and Emotional Development Through Literacy Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130965097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7464-5.ch017
B. Garling, Michelle Huntress, Jill Siefken, Jacalyn S. Swink, Tessa Yackle
This chapter is grounded in the five social-emotional learning (SEL) core competencies within the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework. The authors present approaches and benefits associated with integrating SEL into literacy development for mainstream students at every grade level. Additionally, they explore how this integration supports English language learners in both academic and non-academic ways. Based on professional experience supported by current research, the authors offer how the incorporation of SEL into literacy instruction supports students' motivation, attitude, peer connections, and academic skill development.
{"title":"English Language Learners and Mainstream Instruction to Enhance SEL Literacy","authors":"B. Garling, Michelle Huntress, Jill Siefken, Jacalyn S. Swink, Tessa Yackle","doi":"10.4018/978-1-7998-7464-5.ch017","DOIUrl":"https://doi.org/10.4018/978-1-7998-7464-5.ch017","url":null,"abstract":"This chapter is grounded in the five social-emotional learning (SEL) core competencies within the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework. The authors present approaches and benefits associated with integrating SEL into literacy development for mainstream students at every grade level. Additionally, they explore how this integration supports English language learners in both academic and non-academic ways. Based on professional experience supported by current research, the authors offer how the incorporation of SEL into literacy instruction supports students' motivation, attitude, peer connections, and academic skill development.","PeriodicalId":317601,"journal":{"name":"Handbook of Research on Supporting Social and Emotional Development Through Literacy Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128003868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7464-5.ch018
Afton Schleiff
The author discusses the use of social-emotional learning practices, specifically Conscious Discipline and the RULER approach, in a secondary English language arts classroom. Also discussed are the implications and positive results that can come from an educator implementing practices that enable students to develop emotional literacy, executive functioning skills, and self-regulation. Educators can help to create environments that support social-emotional learning and cultivate positive relationships among students and with the teacher, which provide students the confidence and skills to be resilient, innovative learners. The author also provides some structures and activities for embedding social and emotional practices within academic curriculum and instruction.
{"title":"Social-Emotional Learning in Secondary ELA Classrooms","authors":"Afton Schleiff","doi":"10.4018/978-1-7998-7464-5.ch018","DOIUrl":"https://doi.org/10.4018/978-1-7998-7464-5.ch018","url":null,"abstract":"The author discusses the use of social-emotional learning practices, specifically Conscious Discipline and the RULER approach, in a secondary English language arts classroom. Also discussed are the implications and positive results that can come from an educator implementing practices that enable students to develop emotional literacy, executive functioning skills, and self-regulation. Educators can help to create environments that support social-emotional learning and cultivate positive relationships among students and with the teacher, which provide students the confidence and skills to be resilient, innovative learners. The author also provides some structures and activities for embedding social and emotional practices within academic curriculum and instruction.","PeriodicalId":317601,"journal":{"name":"Handbook of Research on Supporting Social and Emotional Development Through Literacy Education","volume":"151 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114110353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7464-5.ch020
Daria Pizzuto
The chapter discusses how social-emotional learning areas underpin specific reading, writing, and comprehension strategies in Foundations of Language, an 8th grade half-year course that teaches middle school students language and study skills to be successful in high school world language classes. The chapter provides ready-to-use pedagogical strategies for practicing world language educators and other fields. Literacy in areas of phonemic awareness, vocabulary recognition, cognate work, reading fluency, and text comprehension is practiced daily and is intertwined with SEL skills: self-awareness, self-management, relationship skills, social awareness, and responsible decision making. The author proposes applicable activities and thematic units that merge literacy work with areas of SEL. The chapter concludes with recommendations for nurturing all five areas of social-emotional learning in middle school settings and beyond.
{"title":"Teaching SEL Through Literacy in Foundations of Language","authors":"Daria Pizzuto","doi":"10.4018/978-1-7998-7464-5.ch020","DOIUrl":"https://doi.org/10.4018/978-1-7998-7464-5.ch020","url":null,"abstract":"The chapter discusses how social-emotional learning areas underpin specific reading, writing, and comprehension strategies in Foundations of Language, an 8th grade half-year course that teaches middle school students language and study skills to be successful in high school world language classes. The chapter provides ready-to-use pedagogical strategies for practicing world language educators and other fields. Literacy in areas of phonemic awareness, vocabulary recognition, cognate work, reading fluency, and text comprehension is practiced daily and is intertwined with SEL skills: self-awareness, self-management, relationship skills, social awareness, and responsible decision making. The author proposes applicable activities and thematic units that merge literacy work with areas of SEL. The chapter concludes with recommendations for nurturing all five areas of social-emotional learning in middle school settings and beyond.","PeriodicalId":317601,"journal":{"name":"Handbook of Research on Supporting Social and Emotional Development Through Literacy Education","volume":"131 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120866922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7464-5.ch010
William Visco
Socio-emotional learning researchers acknowledge the positive impact technology has on school aged children. Popular culture is one way to support and extend such learning environments while helping build positive relationships within the classroom. This chapter will focus on the history of pop culture in the classroom, the importance of merging students' primary and secondary discourses, using pop culture to build positive relationships, and provide engaging practitioner examples for a more fulfilling socio-emotional classroom experience. The author believes that when shared within a group of critical friends who own varied perspectives and experiences, creative spaces for learning are opened and activity can abound.
{"title":"For the Culture","authors":"William Visco","doi":"10.4018/978-1-7998-7464-5.ch010","DOIUrl":"https://doi.org/10.4018/978-1-7998-7464-5.ch010","url":null,"abstract":"Socio-emotional learning researchers acknowledge the positive impact technology has on school aged children. Popular culture is one way to support and extend such learning environments while helping build positive relationships within the classroom. This chapter will focus on the history of pop culture in the classroom, the importance of merging students' primary and secondary discourses, using pop culture to build positive relationships, and provide engaging practitioner examples for a more fulfilling socio-emotional classroom experience. The author believes that when shared within a group of critical friends who own varied perspectives and experiences, creative spaces for learning are opened and activity can abound.","PeriodicalId":317601,"journal":{"name":"Handbook of Research on Supporting Social and Emotional Development Through Literacy Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131150461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：