Improving Legal Training: the Impact of Social-Emotional Learning and Class Monitoring on Judicial Performance

2021 ◽  
Author(s):  
Manuel Ramos Maqueda ◽  
Brian Nick Daza Vigo ◽  
Bernardo Silveira ◽  
Daniel Chen
Keyword(s):  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
The Impact ◽  
Judicial Performance ◽  
Legal Training

scholarly journals A Review of the Literature on the Relationship of Music Education to the Development of Socio-Emotional Learning

SAGE Open ◽  
2022 ◽  
Vol 12 (1) ◽  
pp. 215824402110685
Author(s):  
Judit Váradi
Keyword(s):  
Music Education ◽  
Social Emotional Learning ◽  
Holistic Approach ◽  
Well Being ◽  
Emotional Learning ◽  
Social Emotional ◽  
Emotional Skills ◽  
The World ◽  
The Impact ◽  
The Relationship

Social-emotional learning (SEL) is a topic of increasing focus in the education sector. SEL is the process by which children acquire the knowledge, skills, and attitudes to effectively recognize and manage emotions, to formulate positive goals, to feel empathy for others, to establish and maintain functioning social relationships. It develops to take responsible decisions, determine students’ successful academic performance, transformation into adulthood, useful work, a good quality of life, and well-being. By the end of the 20th century the educational role of music has come into the spotlight, and in addition to the impact of music on the development of general skills, its social and emotional effects are also the subject of research. This paper undertakes to explore the literature about the connections between music education and social-emotional skill development. For the collection and analysis of information, online sources of peer-reviewed scientific journals in addition to the university library were used. The study also examined the relationship between social-emotional learning and the world-wide well-known Kodály Concept and the effect of Kodály’s vision of music education as a forerunner of socio-emotional skills development. The relationship between social-emotional skills and music was explored by reviewing the international music-specific literature from music psychology, music education, music therapy, and music for health and wellbeing. In order to illuminate the problem and to develop a holistic approach, the 100 studies presented here summarize research findings made and presented in different countries around the world.

Predicting teacher commitment: The impact of school climate and social-emotional learning

2011 ◽  
Vol 48 (10) ◽  
pp. 1034-1048 ◽  
Author(s):  
Rebecca J. Collie ◽  
Jennifer D. Shapka ◽  
Nancy E. Perry
Keyword(s):  
School Climate ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Teacher Commitment ◽  
Social Emotional ◽  
The Impact

The Impact of Social Emotional Learning Skills on Creativity

2022 ◽  
pp. 175-189
Author(s):  
Mustafa Mert Saygi ◽  
Yetkin Yildirim ◽  
Faruk Taban
Keyword(s):  
Classroom Environment ◽  
Social Emotional Learning ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Education Programs ◽  
Learning Skills ◽  
Modern Education ◽  
Social And Emotional ◽  
The Impact

The purpose of this chapter is to explore how social and emotional learning (SEL) skills impact the ability of students to develop creativity in classrooms. After exploring the significance of creativity and SEL in modern education, the chapter will aim to uncover parallels in the recommended education programs for both sets of skills. Additionally, this chapter will explore which specific set of SEL skills positively support the growth of creativity in children. Furthermore, the ideal classroom environment to simultaneously foster creativity and SEL will be discussed in the chapter. Finally, the teacher's role in a class where SEL and creativity are prioritized will be analyzed to uncover what strategies a teacher can employ in order not to hinder creativity or give rise to stress among the students. After answering these questions, the authors aim to unveil the effects that remote learning during the COVID-19 pandemic has had on the aspects of SEL discussed above.

Nothing Lost, Something Gained? Impact of a Universal Social-Emotional Learning Program on Future State Test Performance

2020 ◽  
Vol 49 (1) ◽  
pp. 5-19 ◽  
Author(s):  
Susan Crandall Hart ◽  
James Clyde DiPerna ◽  
Pui-Wa Lei ◽  
Weiyi Cheng
Keyword(s):  
Test Performance ◽  
Test Scores ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Learning Program ◽  
Social Emotional ◽  
Public Attention ◽  
State Test ◽  
State Test Scores ◽  
The Impact

Although the promise of universal social-emotional learning (SEL) programs enhancing student academic outcomes has captured public attention, there has been limited research regarding such programs’ impact on students’ state test scores. We used multilevel modeling of follow-up data from a multiyear, multisite cluster-randomized efficacy trial to investigate the impact of a brief universal SEL program on students’ subsequent state test performance. Although somewhat smaller in magnitude than those reported in previous SEL meta-analyses (e.g., Durlak et al., 2011), observed effect sizes generally were positive and consistent with other studies employing similar designs (i.e., randomized trial, state test outcome, baseline academic covariate). These findings may assuage concerns about the program negatively impacting state test scores due to lost instructional time; however, they also temper expectations about large academic gains resulting from its implementation.

scholarly journals ENHANCING ACADEMIC PERFORMANCE & SOCIAL EMOTIONAL LEARNING (SEL) WITH THE BRAIN ENHANCEMENT PROGRAM (“BTE”)

2021 ◽  
Vol 6 (42) ◽  
pp. 111-132
Author(s):  
Chirag Bhikamchand Jain ◽  
Darshana Chirag Jain
Keyword(s):  
Academic Performance ◽  
Emotional Competence ◽  
Social Emotional Learning ◽  
Self Regulation ◽  
Emotional Learning ◽  
Brain Training ◽  
Social Emotional ◽  
Social And Emotional ◽  
The Impact ◽  
The Brain

Social Emotional Learning is a core competency in the coming future as mankind has created and invented a gadget, device or an app for almost most of technical and knowledge-based needs. Especially during the pandemic, the need for SEL programs becomes a necessity. The important process then remains to create individuals with sensitivity to navigate in such endowed systems, without feeling too powerful or at the polar end without feeling disconnected. It is undeniable society at large will be living with this sense of having the world at their fingertips! It is exactly because of this reason that it is necessary to be socially emotionally adjusted to co-exist with many such equally gifted or talented people around oneself. At the same time the children are exposed to the fast-paced world and ever demanding need to excel and perform better academically. The Brain Training Enhancement Program (“BTE”) is a scientifically designed well researched program using Neurofeedback to improve the brain ability of students in competitive exams. The A pre- and post-test quasi-experimental design was used to test the impact of a 10-week, online-based social and emotional learning (SEL) intervention, Brain Training Enhancement Program (“BTE”), on the academic performance and social and emotional competence of 12th grade students (N =82) in two classrooms in one school. Academic performance was assessed by report card grades done in the immediate past and immediately post intervention. Social and emotional competence was assessed with Psychometric Analysis and QEEG Measurements. Students in classrooms integrating BTE program had higher year-end grades and higher scores of social and emotional competences (e.g., Engagement, Self-Regulation, and Focus) compared to students in the comparison group. This study provides preliminary empirical evidence that SEL programs like BTE improve important student outcomes.

scholarly journals Assessing Survey Satisficing: The Impact of Unmotivated Questionnaire Responding on Data Quality

2021 ◽  
Author(s):  
Christine Calderon Vriesema ◽  
Hunter Gehlbach
Keyword(s):  
Decision Making ◽  
Data Quality ◽  
Secondary Students ◽  
Large Scale ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Student Surveys ◽  
High Quality ◽  
The Impact

Education researchers use surveys widely. Yet, critics question respondents’ ability to provide high-quality responses. As schools increasingly use student surveys to drive local policymaking, respondents’ (lack of) motivation to provide quality responses may threaten the wisdom of using questionnaires for data-based decision-making. To better understand student satisficing—the practice of sub-optimal responding on surveys—and its impact on data quality, we examined its pervasiveness and impact on a large-scale social-emotional learning survey administered to 409,721 elementary and secondary students. Findings indicated that despite the prevalence of satisficing, its impact on data quality appeared more modest than anticipated. We conclude by outlining an accessible approach for defining and calculating satisficing for researchers, practitioners, and policymakers.

scholarly journals Effects of an After-School Program Focused on Physical Activity and Social–Emotional Learning

2020 ◽  
Vol 15 (6) ◽  
pp. 292-305
Author(s):  
Caitlin Olive ◽  
Bryan A. McCullick ◽  
Phillip Tomporowski ◽  
Karen Lux Gaudreault ◽  
Kelly Simonton
Keyword(s):  
Physical Activity ◽  
Character Development ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
After School ◽  
School Program ◽  
Social Emotional ◽  
The Social ◽  
After School Program ◽  
The Impact

The purpose of this study was to analyze the influence of a 4-week, physical activity-infused social–emotional and character development (SECD) intervention on students’ self-perceptions. Children (N=29) identified as “at risk” (The Great Schools Partnership, 2013) in Grades 2 through 5 who were enrolled in an after-school program participated in the study. A quasi-experimental design was used as children were placed into 2 groups at each after-school program (ASP) site. Data collection included student completion of the Social Emotional Learning Scale (SELS) prior to the intervention and the Social-Emotional Character Development Scale (SECD) pre- and post-intervention. A 2 x 2 repeated measures analysis of covariance (RM-ANCOVA) was used to evaluate main effects and interactions among the independent variables (group and time) on the dependent variable (SECDS). Several covariates were also accounted for when analyzing differences including grade, gender, and students’ baseline trait scores on the SELS. Although no statistical interactions were found, the trend in the data across the groups and grades does provide information for the impact and feasibility of this type of program. More research is needed including interventions with longer duration and studies with larger sample sizes.

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