scholarly journals The effects of a multiyear universal social–emotional learning program: The role of student and school characteristics.

2010 ◽  
Vol 78 (2) ◽  
pp. 156-168 ◽  
Author(s):  
Karen L. Bierman ◽  
◽  
John D. Coie ◽  
Kenneth A. Dodge ◽  
Mark T. Greenberg ◽  
...  
Keyword(s):  
Social Emotional Learning ◽  
Emotional Learning ◽  
School Characteristics ◽  
Learning Program ◽  
Social Emotional

Policy Narratives of Accountability and Social-Emotional Learning

2020 ◽  
pp. 089590482090472
Author(s):  
Taylor N. Allbright ◽  
Julie A. Marsh
Keyword(s):  
Educational Policy ◽  
Social Emotional Learning ◽  
Measurement Data ◽  
Emotional Learning ◽  
Social Emotional ◽  
Accountability System ◽  
Multiple Measure ◽  
Policy Narratives

The paradigm of test-based accountability has been a dominant force for decades, yet some argue that we have recently witnessed a dramatic change in the key beliefs influencing educational policy. To understand the extent of this transformation, we investigated the policy narrative supporting the adoption of a multiple measure accountability system in California’s CORE Districts. Our data revealed a narrative integrating key beliefs about knowledge, accountability, and social-emotional learning. This narrative continues the major themes of the previous accountability paradigm, but with two notable differences regarding the use of measurement data and role of social-emotional learning.

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