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Coping With the Pandemic: Implementing Social and Emotional Learning in the California K-12 School System 应对流行病:在加州K-12学校系统中实施社会和情感学习
IF 3.8 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-10-01 DOI: 10.1177/23727322211033003
Agnes M. Varghese, Misaki N. Natsuaki
In March 2020, the World Health Organization (WHO) declared COVID-19 a pandemic. Among the massive shutdowns that occurred across the United States in response, all K-12 schools in California closed to protect the health of students. However, such a closure and its resulting consequences were associated with a host of negative mental health implications for youth. Furthermore, many of these youth may not have had adequate resources to tackle issues impacting their psyche in this unprecedented time. Social and emotional learning (SEL), a method in which children can acquire the knowledge and skills to understand and manage emotions, has a proven track record of positive social, emotional, educational, and career consequences. The California Department of Education should convene a task force to develop guidelines for local school districts that provide all K-12 students in the state with effective SEL to assist them in mental health recovery from the pandemic.
2020年3月,世界卫生组织(世卫组织)宣布COVID-19为大流行。在美国各地发生的大规模停课事件中,加州所有K-12学校都关闭了,以保护学生的健康。然而,这种关闭及其后果会对青年的心理健康产生许多负面影响。此外,在这个前所未有的时代,这些年轻人中的许多人可能没有足够的资源来解决影响他们心理的问题。社会和情感学习(SEL)是一种儿童可以获得理解和管理情绪的知识和技能的方法,具有积极的社会,情感,教育和职业后果。加州教育部应召集一个工作组,为当地学区制定指导方针,为该州所有K-12学生提供有效的SEL,以帮助他们从大流行中恢复精神健康。
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引用次数: 4
Critical Pedagogy and Children’s Beneficial Development 批判性教育学与儿童的有益发展
IF 3.8 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-10-01 DOI: 10.1177/23727322211033000
Andres Pinedo, Nadia Vossoughi, Neil A. Lewis
Ongoing controversy debates whether public schools should implement critical pedagogy—curricula centering on the perspectives of marginalized peoples. Despite much contention, students (particularly racially marginalized students) enrolled in courses that employ critical pedagogy demonstrate more school engagement, higher grade point averages (GPAs), and more civic engagement than students who do not. Building on previous reviews, this article briefly summarizes the history and controversy of critical pedagogy, evaluates the scientific evidence surrounding it, and offers suggestions on how to make the most of critical pedagogy in academic curricula.
正在进行的争论是,公立学校是否应该实施批判性教学法——以边缘化人群的观点为中心的课程。尽管有很多争论,但与不采用批判性教学法的学生相比,就读于采用批判性教育法的课程的学生(尤其是种族边缘化的学生)表现出更多的学校参与度、更高的平均绩点(GPA)和更多的公民参与度。在前人综述的基础上,本文简要总结了批判性教育学的历史和争议,评估了围绕批判性教育学展开的科学证据,并就如何在学术课程中充分利用批判性教育学提出了建议。
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引用次数: 2
Supporting Young Children’s Development of Executive Function Through Early Mathematics 通过早期数学支持幼儿执行功能的发展
IF 3.8 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-10-01 DOI: 10.1177/23727322211033005
Christina Mulcahy, Crystal A. Day Hess, D. Clements, Jasmine R. Ernst, Sarah E. Pan, M. Mazzocco, Julie Sarama
Early childhood teachers face competing instructional priorities to support specific academic skills and general skills that underlie learning, such as executive function (EF) skills that allow children to control their own thinking and behavior. As the evidence shows, EF skills predict later mathematics achievement, and early mathematics predicts later EF. These relations between mathematics and EF suggest high-quality mathematics teaching has a dual benefit: Teachers can promote children’s math and EF competencies by embedding support for EF in high-quality mathematics activities. Children benefit when guided to reflect on solutions and alternative strategies, and teachers benefit from guidance on how to support both math and EF. Finally, research on teachers developing both domains can inform educational policy.
幼儿教师面临着相互竞争的教学优先事项,以支持作为学习基础的特定学术技能和一般技能,如允许儿童控制自己思维和行为的执行功能(EF)技能。证据表明,EF技能可以预测后期的数学成绩,早期的数学可以预测后期EF。数学和EF之间的这些关系表明,高质量的数学教学有双重好处:教师可以通过在高质量数学活动中嵌入对EF的支持来提高儿童的数学和EF能力。当被引导反思解决方案和替代策略时,孩子们会受益,而教师则会从如何支持数学和EF的指导中受益。最后,对教师发展这两个领域的研究可以为教育政策提供信息。
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引用次数: 5
Promoting School Safety for LGBTQ and All Students. 促进 LGBTQ 和所有学生的校园安全。
IF 3.8 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-10-01 Epub Date: 2021-09-11 DOI: 10.1177/23727322211031938
Stephen T Russell, Meg D Bishop, Victoria C Saba, Isaac James, Salvatore Ioverno

Schools are often unsafe for lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) students; they frequently experience negative or hostile school climates, including bullying and discrimination based on sexual orientation and gender identity at school. Negative school climates and discriminatory experiences can threaten LGBTQ students' well-being. Simultaneously, a consistent body of research identifies strategies to support LGBTQ and all students to be safe and thrive at school. First, policies that specifically identify or enumerate protected groups such as LGBTQ students create supportive contexts for all youth. Second, professional development prepares educators and other school personnel with tools to support and protect all students. Third, access to information and support related to sexual orientation and gender identity or expression (SOGIE), including curricula that is SOGIE-inclusive, provides students with resources, support, and inclusion, creating school climate. Fourth, the presence of student-led clubs or organizations such as gender-sexuality alliances (i.e., GSAs) improve students' school experiences and well-being, and contribute to positive school climate. This article reviews the research foundations of each of these strategies and concludes with recommendations for multiple audiences: policy-makers, school personnel, parents, and students.

对于女同性恋、男同性恋、双性恋、跨性别者、同性恋者和质疑者(LGBTQ)学生来说,学校往往是不安全的;他们经常会经历消极或敌对的校园氛围,包括在学校受到基于性取向和性别认同的欺凌和歧视。消极的校园氛围和歧视性经历会威胁到 LGBTQ 学生的身心健康。与此同时,大量研究一致指出了支持 LGBTQ 和所有学生在校安全和茁壮成长的策略。首先,明确指出或列举受保护群体(如 LGBTQ 学生)的政策可以为所有青少年创造有利的环境。其次,专业发展为教育工作者和其他学校工作人员提供了支持和保护所有学生的工具。第三,获取与性取向、性别认同或性别表达(SOGIE)相关的信息和支持,包括包含性取向、性别认同或性别表达的课程,为学生提供资源、支持和包容,营造学校氛围。第四,由学生领导的俱乐部或组织,如性别-性取向联盟(即 GSA)的存在,可以改善学生的学校体验和福祉,并有助于形成积极的学校氛围。本文回顾了上述各项策略的研究基础,最后为政策制定者、学校工作人员、家长和学生等多方受众提出了建议。
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引用次数: 0
Improving Preschool Accountability Systems: Bringing Individual Children’s Experiences Back to Child Policy 改进学前教育问责制度:将儿童的个人经历带回儿童政策
IF 3.8 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-09-11 DOI: 10.1177/23727322211031591
Terri J Sabol
Preschool accountability systems, including Quality Rating and Improvement Systems (QRIS), seek to assess, monitor, and improve children’s outcomes across the early care and education (ECE) landscape. QRIS have a number of strengths, especially by focusing on classroom-level quality inputs for all children collectively across multiple domains that are well aligned with developmental science. This article considers how to build on the QRIS framework by highlighting children’s individual experiences within classrooms as a key indicator of quality in addition to the more traditional classroom-level measures. The article first provides the theoretical rationale and empirical evidence for focusing on children’s individual experiences based on new insights from developmental science. The article then illustrates key factors that relate to variation in children’s experiences, including child temperament, gender, age, and race/ethnicity. The article concludes by considering opportunities for innovation to better measure individual children’s experiences in QRIS.
学前问责制,包括质量评级和改进系统(QRIS),旨在评估、监测和改善儿童在早期保育和教育(ECE)领域的成果。QRIS有许多优势,特别是通过关注所有儿童在多个领域的课堂质量投入,这些领域与发展科学非常一致。本文考虑了如何在QRIS框架的基础上,除了更传统的课堂层面的衡量标准外,还强调了儿童在课堂内的个人经历作为质量的关键指标。文章首先从发展科学的新见解出发,为关注儿童个体体验提供了理论依据和实证依据。然后,文章阐述了与儿童经历差异相关的关键因素,包括儿童气质、性别、年龄和种族/民族。文章最后考虑了创新的机会,以更好地衡量每个孩子在QRIS中的经历。
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引用次数: 1
A Strength-Based Framework for Realizing Latino Young Children’s Potential 实现拉丁裔幼儿潜能的基于力量的框架
IF 3.8 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-09-11 DOI: 10.1177/23727322211033618
L. Gennetian, Natasha J. Cabrera, Danielle A. Crosby, L. Guzman, J. Smith, E. Wildsmith
Hispanic children experience poverty at rates two to three times higher than white children. Latino households with children, in general, have high parental employment coupled with low levels of parental education and stagnant parental earnings relative to non-Latino peers. While many Latino children live in neighborhoods that do not have access to high-quality early education, Latino children, on average, are raised in a home environment that offers economic stability and security, the presence of two parents, and socially supported family and community networks. Furthermore, though Hispanic children’s school achievement outcomes lag behind those of their peers, their socio-emotional developmental outcomes are on the same level or better. Latino children are raised in environments with the ingredients needed to achieve their potential. We use this foundation to propose a strength-based framework for guiding policy investment on Latino children and families.
西班牙裔儿童的贫困率是白人儿童的两到三倍。一般来说,与非拉丁裔家庭相比,有孩子的拉丁裔家庭父母就业率高,父母受教育程度低,父母收入停滞不前。虽然许多拉丁裔儿童生活在无法获得高质量早期教育的社区,但平均而言,拉丁裔儿童在经济稳定和安全的家庭环境中长大,有双亲,有社会支持的家庭和社区网络。此外,尽管西班牙裔儿童的学业成绩落后于同龄人,但他们的社会情感发展结果处于相同水平或更好。拉丁裔儿童成长的环境中充满了实现其潜力所需的要素。我们利用这个基础提出了一个以实力为基础的框架,以指导对拉丁裔儿童和家庭的政策投资。
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引用次数: 5
Supporting Young Children Exposed to Potentially Traumatic Events: Implications for Early Care and Education Policy 支持暴露于潜在创伤事件的幼儿:对早期护理和教育政策的影响
IF 3.8 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-09-11 DOI: 10.1177/23727322211033880
Caroline P. Martin, Jaclyn M. Russo, Hayley J. Goldenthal, Carmen Holley, Karen R. Gouze, Amanda P. Williford
Every year in the United States, millions of young children under the age of 5 are exposed to potentially traumatic events that threaten their safety, security, and well-being. Decades of scientific research clearly demonstrate the pervasive negative consequences of trauma exposure on young children’s neurocognitive, psychosocial, and physical development, with adverse effects extending into adulthood. In addition, early childhood trauma is now widely recognized as a significant public health concern warranting comprehensive intervention. Federal, state, and private early care and education (ECE) programs serve a large number of the 0 to 5 population and can mitigate the harmful consequences of trauma exposure for children’s health and well-being. The literature on early childhood trauma should guide the creation of policies that strengthen ECE, enabling the delivery of high-quality, equitable, trauma-informed care to young children prior to formal school entry.
在美国,每年都有数百万5岁以下的儿童面临潜在的创伤事件,这些事件威胁到他们的安全、保障和福祉。几十年的科学研究清楚地表明,创伤暴露对幼儿的神经认知、心理社会和身体发展产生了普遍的负面影响,不良影响一直延续到成年。此外,幼儿创伤现在被广泛认为是一个重要的公共卫生问题,需要进行全面干预。联邦、州和私人早期护理和教育(ECE)计划为0至5岁的大量人群提供服务,可以减轻创伤暴露对儿童健康和福祉的有害后果。关于幼儿创伤的文献应指导制定加强欧洲经委会的政策,使幼儿能够在正式入学前获得高质量、公平、创伤知情的护理。
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引用次数: 4
What Is Social Inclusion? Insights From Interventions With Youth Across Migration Systems 什么是社会包容?对移民系统中青年干预的见解
IF 3.8 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-09-11 DOI: 10.1177/23727322211033001
C. Daiute, Bengi Sullu, Tünde Kovács-Cerović
Social inclusion is a goal of 21st-century education and social welfare, yet research with violently displaced youth leaves gaps in its meaning. Social inclusion, a societal aim, lacks the perspectives of youth at its center. Given the pressures and power relations involved in learning how young people think and feel about social injustices and the support they need, developmental researchers must find innovative ways to study youth experiences and intentions in relation to environments, especially environments that threaten young lives. Emerging research highlights how displaced youth, peers along their journeys, and adults guiding supportive interventions make audible the meaning of social inclusion. Policy paradigms would benefit from research on sense-making in interventions rather than from emphasizing behavioral assessments and assimilation to local norms, as implied by social inclusion.
社会包容是21世纪教育和社会福利的目标,但对暴力流离失所青年的研究在其意义上存在空白。社会包容作为一种社会目标,缺乏以青年为中心的观点。考虑到学习年轻人对社会不公正的看法和感受以及他们需要的支持所涉及的压力和权力关系,发展研究人员必须找到创新的方法来研究年轻人与环境,特别是威胁年轻人生命的环境有关的经历和意图。新兴的研究强调了流离失所的年轻人、旅途中的同龄人以及指导支持性干预措施的成年人是如何让人听到社会包容的意义的。政策范式将受益于对干预措施意义的研究,而不是社会包容所暗示的强调行为评估和对当地规范的同化。
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引用次数: 4
Elevating the Objectives of Higher Education to Effectively Serve Students From Diverse Socioeconomic Backgrounds 提升高等教育目标,有效服务不同社会经济背景的学生
IF 3.8 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-03-01 DOI: 10.1177/2372732220980766
Mesmin Destin, R. Rosario, Shirin Vossoughi
As colleges and universities expand the socioeconomic diversity of their student populations, many policies and practices require reconceptualization to better serve all students. Recent social psychology and learning sciences research directly informs how to support the achievement and well-being of students from lower socioeconomic status backgrounds, with attention to intersecting minoritized identities. These approaches challenge assimilationist and deficit-based views of student identities in addressing factors at multiple levels of their sociocultural contexts. Building from the evidence, recommendations emphasize committing financial resources to allow for full access and participation in higher education. Also, specific faculty practices and development opportunities can enhance teaching. Finally, community emerges as a central theme; recommendations enhance student connections within and beyond the college environment.
随着高校扩大学生群体的社会经济多样性,许多政策和做法需要重新定义,以更好地为所有学生服务。最近的社会心理学和学习科学研究直接告诉我们如何支持来自较低社会经济地位背景的学生的成就和幸福,并关注交叉的少数群体身份。这些方法挑战了同化主义和基于缺陷的学生身份观,解决了学生社会文化背景的多个层面的因素。根据证据,建议强调承诺财政资源,以允许充分获得和参与高等教育。此外,具体的教师实践和发展机会可以提高教学。最后,社区作为中心主题出现;推荐可以增强学生在大学环境内外的联系。
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引用次数: 8
People Downplay Health Risks to Fulfill Their Goals: A Motivational Framework for Guiding Behavioral Policy 人们淡化健康风险以实现目标:指导行为政策的动机框架
IF 3.8 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-03-01 DOI: 10.1177/2372732220980093
Catalina E Kopetz, J. Woerner
Risky behaviors represent serious threats to health and the main causes of morbidity and mortality in the developed world. Despite known negative consequences, people continue to abuse alcohol and drugs, to smoke, overeat, engage in risky sexual behavior, and drive under the influence of alcohol and drugs. This might happen because they perceive these behaviors as the best and sometimes the only means to fulfill important goals. To understand and to prevent health-risk behavior, scientists and policy-makers should consider the function that these behaviors serve. A theoretical framework based on the principles of goal pursuit helps explain (a) why health-risk behaviors become a means to people’s goals and (b) the psychological processes that facilitate initiation and maintenance of health-risk behaviors despite known negative consequences. Principles of goal pursuit could inform policy to reduce health-risk behaviors and their negative consequences.
危险行为是对健康的严重威胁,也是发达国家发病率和死亡率的主要原因。尽管已知的负面后果,人们继续滥用酒精和毒品、吸烟、暴饮暴食、从事危险的性行为以及在酒精和毒品的影响下开车。这可能是因为他们认为这些行为是最好的,有时是实现重要目标的唯一手段。为了理解和预防危害健康的行为,科学家和决策者应该考虑这些行为的功能。以目标追求原则为基础的理论框架有助于解释(A)为什么危害健康的行为成为人们实现目标的一种手段,以及(b)尽管已知有负面后果,但促进发起和维持危害健康行为的心理过程。追求目标的原则可以为减少健康风险行为及其负面后果的政策提供信息。
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引用次数: 2
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Policy Insights from the Behavioral and Brain Sciences
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