ERIC Number: EJ1442253
Record Type: Journal
Publication Date: 2024
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0279-6015
EISSN: EISSN-2372-966X
Available Date: N/A
Making a Case for Core Components: New Frontiers in SEL Theory, Research, and Practice
School Psychology Review, v53 n5 p593-606 2024
Although Social and Emotional Learning (SEL) is seen to benefit children and youth, evidence is largely built on summative trials of programmes, with little comparative insight into the specific approaches that underpin SEL. The current study sought to highlight a hitherto underutilized approach in identifying common SEL practices through the identification of "core components". Both instructional ("how" SEL is taught) and practice-based ("what" SEL is taught) elements were examined across 13 elementary level evidence-based programmes through a method of distillation of skills and practices. Findings showed a discrepancy between theorized SEL and identified components, consistent with emergent literature. Further, the study is the first to cross-examine practice and instruction elements, linking prevalent pedagogical approaches to specific SEL skills. The implications for core components as an approach are discussed in respect to a refinement of theory, considerations for teaching practices, and recommendations for the design of future research in SEL evaluation.
Descriptors: Social Emotional Learning, Elementary School Students, Elementary School Teachers, Elementary School Curriculum, Teaching Methods, Evidence Based Practice, Emotional Development, Interpersonal Competence, Social Development, Student Development, Theory Practice Relationship, Concept Formation
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A