Social and emotional learning (SEL) has become more central to education because of demand from educators, parents, students, and business leaders alongside rigorous research showing broad, positive ...impacts for students and adults. However, all approaches to SEL are not equal. Systemic SEL is an approach to create equitable learning conditions that actively involve all Pre-K to Grade 12 students in learning and practicing social, emotional, and academic competencies. These conditions require aligned policies, resources, and actions at state and district levels that encourage local schools and communities to build the personal and professional capacities of adults to: implement and continuously improve evidence-based programs and practices; create an inclusive culture that fosters caring relationships and youth voice, agency, and character; and support coordinated school-family-community partnerships to enhance student development. Promoting social and emotional competencies-including the abilities to understand and manage emotions, achieve positive goals, show caring and concern for others, establish and maintain positive relationships, and make responsible decisions-are important for success at school and in life. In this article, we summarize key concepts and evidence for systemic SEL. Next, we explain interrelated Theories of Action and resources developed by the Collaborative for Academic, Social, and Emotional Learning (CASEL) to implement and continuously improve systemic SEL in schools, districts, and states. We discuss research on nested, interacting settings and processes involved in systemic SEL at proximal (classrooms, schools, families, and communities) and distal (districts, states, national, and international) ecological levels. We conclude with recommendations for future SEL research, practice, and policy.
Public Significance Statement
A systemic approach to social and emotional learning (SEL) creates equitable learning conditions that actively involve all Pre-K to Grade 12 students in developing social, emotional, and academic competencies. Decades of research shows these competencies lead to beneficial outcomes at school and in life. Creating these conditions requires aligned policies, resources, and actions at state and district levels to support a coordinated learning process through school-family-community partnerships to enhance student development.
This book reviews research on elementary & middle schools students' historical thinking.Grounded in the theoretical context of mediated action,it addresses the breadth of social practices, settings, ...purposes & tools that influence students.
Advocates argue that voucher programs can correct the incentive problems of education systems in developing economies. An accountability perspective, based on a principal-agent framework, was ...developed to clarify the arguments for and against education vouchers. An assessment of findings on voucher programs in industrial countries and a review of voucher or quasi-voucher experiences in Bangladesh, Chile, Colombia, Côte d'Ivoire, and the Czech Republic support the usefulness of the analytic framework. The assessment concludes that the policy relevance of voucher programs for developing economies remains uncertain. Major voucher initiatives have been attempted only in countries with a well-developed institutional infrastructure. Some studies find favorable benefits for at least some population groups, but others find limited effects and evidence of increasing social stratification in schools. Whether vouchers lead to better outcomes or greater stratification appears related to specific contexts, institutional variables, and program designs.
ABSTRACT
BACKGROUND
During spring 2020, COVID‐19 forced widespread United States school building closures in an unprecedented disruption for K‐12 students and staff. Partnering with the American ...School Health Association (ASHA), we sought to identify areas of concern among school staff planning for school reopening with the goal of addressing gaps in resources and education.
METHODS
This 16‐item web‐based survey was distributed via email to 7467 ASHA members from May to June 2020. Topics focused on 3 Whole School, Whole Community, Whole Child components: physical environment, health services, and mental health. Chi‐square tests were used to identify differences in responses by school characteristics and school role on each survey item.
RESULTS
A total of 375 respondents representing 45 states completed the survey. The majority were female (91.7%), white (83.4%) and non‐Hispanic (92.2%), and school nurses (58.7%). Priority concerns were feasibility of social distancing (93.6%), resurgence of COVID‐19 (92.8%), and the availability of health supplies (88.8%).
CONCLUSION
Understanding staff concerns in the context of the Whole School, Whole Community, Whole Child model better positions the school community to address ongoing gaps and changing needs as schools continue to address COVID‐19 complications.
With teacher and leader workloads and burnout at an all-time high, it's time for de-implementation: de-prioritizing and deleting the less effective, higher-cost initiatives we implement in schools. ...De-implementation allows us to focus on practices that have more supporting evidence and a higher probability of positive impact on students, and at the same time gain much-needed work-life balance. In this book, the internationally respected education experts and authors provide a clear four-stage process for winnowing down teaching and learning to high-effect practices. Informed by the latest research in learning, education, healthcare, and psychology, each step and tool is designed to move educators through the hard parts of letting go. Inside, you'll find: (1) Research that tells us the process of schooling is often over-engineered and that gives us permission to dial back, carefully; (2) A step-by-step process for deciding which initiatives are most effective--and how to let go of the ones that are not; and (3) Useful tools, templates, and charts that educators can immediately use in their de-implementation work at school, in teaching teams, or at the system level. It's time to get our lives back--without harming student learning. If we can collectively learn to let go and understand how to identify which initiatives are worthwhile, we'll have more time for what truly matters. Foreword written by Lyn Sharratt.
What can today's educational leaders do to create schools that are purposeful, moral, and successful? In this book, Glickman and Mette provide a powerful set of guidelines that will lead to true ...school renewal. Using a practical framework for school, district, and community leaders, their roadmap replaces dependence on top-down state and federal regulations, focusing instead on the creation of locally guided initiatives to address local goals. Filled with real-world examples, charts, and illustrations, the text gives teachers, principals, students, parents, central office personnel, school boards, and community members exactly what is needed to remake their schools. Building on Glickman's highly acclaimed classic, "Renewing America's Schools" (1993), this resource is must-reading for anyone involved with school change in today's divisive and complex times. Book Features: (1) Uses whole-school and classroom applications to explain how to implement the authors' three-part framework for school success; (2) Written in a clear, friendly, and accessible style; (3) Demonstrates in detail how purposeful schools can gain greater autonomy from strict external regulations; and (4) Builds on its bestselling predecessor, Renewing America's Schools, to infuse democratic purpose and practices throughout a school.
"The Internal Coherence Framework" presents a system of research-based practices for assessing and developing the conditions that support adult and student learning in schools. Internal coherence is ...defined as the ability of educators in a school or system to connect and align resources to carry out an improvement strategy, engage in collective learning, and use that learning to provide students with richer educational opportunities. The internal coherence framework featured in the book brings together three important domains of research: leadership for learning, organizational improvement, and instructional efficacy. School or system leaders who progress through this book with colleagues will develop a shared vision for ambitious teaching and learning anchored in the instructional core; organize the work of the leadership and teacher teams to advance this vision; and build psychologically safe team, school, and system cultures to support the risk taking and constructive challenges necessary to move schools or systems to the next level of performance. At the heart of the book is a survey and rubric that can help schools better understand their strengths and weaknesses and the kinds of resources they need to support student learning. The book blends theory and practice to bring tested wisdom to bear on critical issues of education leadership and professional learning. The following are appended: (1) Annotated Internal Coherence Survey; and (2) Protocols and Readings by Chapter. Foreword by Richard F. Elmore.
In "Absent from School," Gottfried and Hutt offer a comprehensive and timely resource for educators and policy makers seeking to understand the scope, impact, and causes of chronic student ...absenteeism. The editors present a series of studies by leading researchers from a variety of disciplines that address which students are missing school and why, what roles schools themselves play in contributing to or offsetting patterns of absenteeism, and ways to assess student attendance for purposes of school accountability. The contributors examine school-based initiatives that focus on a range of issues, including transportation, student health, discipline policies, and protections for immigrant students, as well as interventions intended to improve student attendance. Only in the past two or three years has chronic absenteeism become the focus of attention among policy makers, civil rights advocates, and educators. "Absent from School" provides the first critical, systematic look at research that can inform and guide those who are working to ensure that every child is in school and learning every day. Chapters include: (1) Roll Call: Describing Chronically Absent Students, the Schools They Attend, and Implications for Accountability (Heather Hough); (2) Variation in Chronic Absenteeism: The Role of Children, Classrooms, and Schools (Kevin A. Gee); (3) Attending to Attendance: Why Data Quality and Modeling Assumptions Matter When Using Attendance as an Outcome (Shaun M. Dougherty and Joshua Childs); (4) The Distributional Impacts of Student Absences on Academic Achievement (Seth Gershenson, Jessica Rae McBean, and Long Tran); (5) Reinforcing Student Attendance: Shifting Mind-Sets and Implementing Data-Driven Improvement Strategies During School Transitions (Stacy B. Ehrlich and David W. Johnson); (6) Schools as Sanctuaries? Examining the Relationship Between Immigration Enforcement and Absenteeism Rates for Immigrant-Origin Children (Carolyn Sattin-Bajaj and Jacob Kirksey); (7) Can School Buses Drive Down (Chronic) Absenteeism? (Sarah A. Cordes, Michele Leardo, Christopher Rick, and Amy Ellen Schwartz); (8) The Ills of Absenteeism: Can School-Based Health Centers Provide the Cure? (Jennifer Graves, Sarit Weisburd, and Christopher Salem); (9) Tackling Truancy: Findings from a State-Level Policy Banning Suspensions for Truancy (Kaitlin Anderson, Anna J. Egalite, and Jonathan N. Mills); (10) Ready . . . Set . . . Text! Reducing School Absenteeism Through Parent-School Two-Way Text Messaging (Ken Smythe-Leistico and Lindsay C. Page); (11) Keeping Families Front and Center: Leveraging Our Best Ally for Ninth-Grade Attendance (Martha Abele Mac Iver and Steven B. Sheldon); (12) Intervention Design Choices and Evaluation Lessons from Multisite Field Trials on Reducing Absenteeism (Rekha Balu); and (13) Conclusion (Ethan L. Hutt and Michael A. Gottfried). Foreword by Elaine Allensworth and Robert Balfanz. Afterword by Todd Rodgers and Johannes Demarzi.
This is a ground-breaking history of school and college inspection in Wales. With contributions from two former chief inspectors, two former HMI and leading historians, it offers an authoritative ...account of how the inspectorate has changed over time. Since their beginnings in 1839, HMI have steered a course between being instruments of the state and independent influencers of education policy and practice. They have been much-valued catalysts for improvement in schools and colleges, and have had a key role in promoting the teaching of the Welsh language, history and culture. This book is written for anyone concerned with the history of education in Wales, the history of accountability in education, with approaches to school improvement, and the extent to which HMI have influenced or been at odds with education policy making. At a time when the inspectorate itself is under review, this is a timely reminder of its wide-ranging services.
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