scholarly journals THE NEEDS OF SOCIAL AND EMOTIONAL LEARNING MODULE: A SYSTEMATIC LITERATURE ANALYSIS

2021 ◽  
Vol 6 (44) ◽  
pp. 52-67
Author(s):  
Mahathir Muhammad ◽  
Aznan Che Ahmad
Keyword(s):  
Teaching And Learning ◽  
Tertiary Education ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Literature Analysis ◽  
Emotional Competency ◽  
Learning Modules ◽  
Social And Emotional ◽  
Learning Instruction ◽  
Capital Development

Social and emotional learning in world education are very important in human capital development. A person equipped with high social and emotional skills are able to manage daily life challenge, building positive relationship and capable to make rational decisions. Therefore, all these skills can be taught as early as preschool level to tertiary education. In order to achieve social and emotional learning in school, a teaching and learning modules are most needed. Thus, this study aims to investigate and examine the needs of modules based on teacher perspectives and the use of existing module such as PATHS and Second Step. The source for the articles obtained are available online from the Google Scholar, Elsevier, MyCite, and ERIC and the collected data were analyzed thematically. This study found that the social and emotional learning modules were needed to increase pupils’ social and emotional competency, academic improving, problematic behavior changing and as learning instruction resources. Future studies in systematic literature analysis can be conducted by focusing in qualitative method, school administration and parents as respondents and others social and emotional learning modules mentioned in this study.

The Motivating Affordances of Research-Practice Partnerships for Examining Equity-based Social and Emotional Learning Instruction

2021 ◽  
pp. 179-195
Author(s):  
Gina McGovern ◽  
Colin Ackerman ◽  
Deborah Rivas-Drake ◽  
Alexandra Skoog-Hoffman ◽  
Enid M. Rosario-Ramos ◽  
...  
Keyword(s):  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Research Practice ◽  
Social And Emotional ◽  
Learning Instruction

scholarly journals The Teaching and Learning Cultural Competence in a Multicultural Environment (CCMEn) Model

2020 ◽  
Vol 10 (2) ◽  
pp. 154-163
Author(s):  
Isabel Antón-Solanas ◽  
Margarida Coelho ◽  
Isabel Huércanos-Esparza ◽  
Valérie Vanceulebroeck ◽  
Indrani Kalkan ◽  
...  
Keyword(s):  
Higher Education ◽  
Second Language ◽  
Cultural Competence ◽  
Design Theory ◽  
Teaching And Learning ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Educational Approach ◽  
Social And Emotional ◽  
Multicultural Environment

Background: Within the European higher education context, students and lecturers are encouraged to engage in teaching and learning activities abroad. This frequently involves using a second language and being exposed to students and lecturers from culturally different backgrounds. Objective: To design a model for teaching and learning cultural competence in a multicultural environment (CCMEn). Design: Theory development from empirical experience, research, and scholarly works. Method: This model was developed based on our experience of teaching and learning cultural competence in a multicultural environment in a nursing education context; it rests on three pillars, namely, Coyle’s Content and Language Integrated Learning educational approach, the concept of social and emotional learning, as defined by the Collaborative for Academic, Social and Emotional Learning, and the existing literature surrounding teaching and learning cultural competence in higher education. Results: The CCMEn model is intended to guide the process of teaching and learning cultural competence in a multicultural environment through the use of a second language and has been adapted from existing educational approaches and theory. Conclusion: Teaching and learning in multilingual and multicultural contexts in Europe is becoming more common. Students who learn alongside students and teachers from different cultural backgrounds need to be supported from an academic, linguistic and socioemotional perspective. We believe that the CCMEn model can serve as a guide to enhancing student learning in this context.

scholarly journals Linking social and emotional learning standards to the WCSD Social–Emotional Competency Assessment: A Rasch approach.

2019 ◽  
Vol 34 (3) ◽  
pp. 281-295 ◽  
Author(s):  
Marisa K. Crowder ◽  
Rachel A. Gordon ◽  
Randal D. Brown ◽  
Laura A. Davidson ◽  
Celene E. Domitrovich
Keyword(s):  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Competency Assessment ◽  
Social Emotional ◽  
Emotional Competency ◽  
Social And Emotional ◽  
Learning Standards

scholarly journals Teaching a Social and Emotional Learning Curriculum: Transformative Learning through the Parallel Process

2017 ◽  
Vol 6 (6) ◽  
pp. 163
Author(s):  
Jennifer Cullen ◽  
Geraldine Bloemker ◽  
Jeannette Wyatt ◽  
Michele Walsh
Keyword(s):  
Transformative Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Social And Emotional Learning ◽  
Teaching Experience ◽  
Parallel Process ◽  
Emotional Learning ◽  
Faculty Members ◽  
Social And Emotional ◽  
Transition From High School

Social and emotional learning (SEL) curriculum included among freshman seminar content for enhanced academic performance and better overall adjustment, can support freshman in the transition from high school to college.  As such, the university participating in this study has increased the number of students taking freshman seminars. To accommodate the increase in SEL sections, several nonclinical faculty members were invited to teach the seminar which required training in the SEL curriculum.  The purpose of this study was an exploratory assessment of the process of teaching the SEL curriculum to determine the perceived impact of both the training and teaching experience on the faculty members and their teaching styles.  This was a qualitative study, using a systematic thematic content analysis of transcribed interviews. Results indicated the emergence of several themes that highlighted a transformative learning experience for the faculty and indicated that there is a parallel process in teaching and learning.  

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