The Missing Piece: A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools. A Report for CASEL. Executive SummaryReportar como inadecuado




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The central message of this report is that teachers across America understand that social and emotional learning (SEL) is critical to student success in school, work, and life. Social and emotional learning involves the processes of developing competencies, including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Educators know these skills are teachable; want schools to give far more priority to integrating such development into the curriculum, instruction, and school culture; and believe state student learning standards should reflect this priority. Teachers also want such development to be available for "all" students. These and other findings are the result of a nationally representative survey of prekindergarten through twelfth grade teachers to assess the role and value of social and emotional learning in America's schools. The voices of teachers on SEL are more important than ever, when expectations for classroom effectiveness are higher, the U.S. educational advantage worldwide is slipping, and a skills gap is threatening American economic growth. The survey's findings have three major themes: (1) Teachers understand, value, and endorse social and emotional learning for all students; (2) Teachers believe social and emotional learning helps students achieve in school and life; and (3) Teachers identify key accelerators for social and emotional learning. These findings are also supported by discussions with students, case studies of successful schools, and conversations with thought leaders. Recommendations on how to advance the strategic and systemic use of SEL in schools to promote student success as learners, workers, and citizens is provided. [See full report at ED558068.]

Descriptors: Teacher Surveys, National Surveys, Social Development, Emotional Development, Competence, Self Concept, Self Control, Self Management, Interpersonal Relationship, Decision Making, Skill Development, Preschool Education, Elementary Secondary Education, Teacher Attitudes, Beliefs, Academic Achievement, Teaching Methods, Case Studies, Student Attitudes, Strategic Planning, Student Behavior, Behavior Modification, School Safety, Alignment (Education), State Standards, Student Interests, Bullying, Educational Environment, Family Involvement, Faculty Development, Agency Cooperation, Sustainability

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Autor: Bridgeland, John; Bruce, Mary; Hariharan, Arya

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2019&id=ED558069



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