Motivating the SEL Field Forward Through Equity
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- Description
- Contents
- About
How do we navigate uncertain times? What competencies and motivational factors accelerate us to grow and develop and what hinders our success? What are strategies that researchers, educators and policymakers can engage in to more fully realize the potential of all students, combatting institutional and interpersonal inequities? To answer these questions, we need to develop a deeper understanding of what motivates youth and adults, inclusive of the contextual and institutional variables that influence individuals, to develop and apply their social and emotional competencies.
Motivating the SEL Field Forward Through Equity looks for a deeper critical understanding of the role of social and emotional learning (SEL) as a lever for equitable access to the competencies and skills individuals will ultimately need to be successful in school, work, and life. To do this, we need to explore the motivational factors of individuals and how that connects to SEL for all students, programs and practices that promote a more equitable SEL experience for all students, and practices to engage researchers and practitioners to deepen implementation of SEL with all students.
This handbook will benefit the broader SEL market including researchers, practitioners, school and district leaders, and teacher preparation programs in the SEL and motivation fields who are actively engaged in working to create equitable outcomes for adults and youth.
Chapter 1. Introduction: Motivating the SEL Field Forward Through Equity; Nicholas Yoder and Alexandra Skoog-Hoffman
- Section 1. Motivation and SEL
- Chapter 2. What is the Role of Motivation in Social and Emotional Learning?; Stephen R. Getty, Kenneth E. Barron, and Chris S. Hulleman
- Chapter 3. Motivation Theory and Its Yields for Promoting Students' Social and Emotional Competence; Rebecca J. Collie
- Chapter 4. A Self-Determination Theory Perspective on Social and Emotional Learning; Vanessa Kurdi, Mireille Joussemet, and Geneviève A. Mageau
- Chapter 5. Teachers as Prosocial Leaders Promoting Social and Emotional Learning; Patricia A. Jennings, Tara L. Hofkens, Summer S. Braun, Pamela Y. Nicholas-Hoff, Helen H. Min, and Karime Cameron
- Section 2. Equity and SEL
- Chapter 6. Integrating Culturally Relevant Pedagogy with Teacher Social and Emotional Competencies and Capacities Training to Support Racially Minoritized Students; Kamilah B. Legette, Elan C. Hope, Johari Harris, and Charity Brown Griffin
- Chapter 7. Implementing SEL with an Equity Lens: The Role of “Stretching” in Teachers’ Practice; Enid M. Rosario-Ramos, Deborah Rivas-Drake, and Robert J. Jagers
- Chapter 8. Increasing Disciplinary Equity by Teaching Neutralizing Routines to Teachers and Students; María Reina Santiago-Rosario and Kent McIntosh
- Chapter 9. Making Social and Emotional Learning Programs Relevant for Latino Youth of Immigration: The Role of Cultural Adaptations; Sara Castro-Olivo, Jessica Furrer, and Nicholas Yoder
- Chapter 10. Advancing Equity Through Culturally Responsive Social Emotional Education: Addressing International Student Integration; Tara Madden-Dent
- Section 3. Research-Practice Partnerships
- Chapter 11. The Motivating Affordances of Research-Practice Partnerships for Examining Equity-Based Social and Emotional Learning Instruction; Gina McGovern, Colin Ackerman, Deborah Rivas-Drake, Alexandra Skoog-Hoffman, Enid Rosario-Ramos, and Rob Jagers
- Chapter 12. Engaging in a Bi-Directional Partnership to Support an Expanded Definition of Student Success; Katie H. Buckley and Lindsey Minder
- Chapter 13. Engaging in Equitable SEL: How Researchers and Practitioners Can Work Together to Expand Learning in Out-Of-School Time; Jessy Newman
- Chapter 14. From Legislation to a Community Vision:Engaging Diverse Stakeholders in Developing Statewide SEL Guidance; Julie Petrokubi and Sarah Pierce
Nicholas Yoder, PhD, is the Director of Strategic Initiatives for Harmony SEL and Inspire Teaching & Learning at National University, USA. He oversees the development of a system of support for effective SEL implementation bridging research, policy, and practice.
Alexandra Skoog-Hoffman, PhD, is the Director of Research-Practice Partnerships at the Collaborative for Academic, Social, and Emotional Learning (CASEL). She leads key practice-focused research initiatives de-signed to support and scale the processes and impacts of high-quality SEL implementation in partner states, districts, schools, and communities.