CT-7100

Nelson, P. J. (2015). Intelligent dispositions: Dewey, habits, and inquiry in teacher education. Journal of Teacher Education, 66(1), 86-98.
This article argues that dispositions can be thought of as clusters of habits. The author concludes that teacher education should include the development of intelligent habits as they can inform intelligent dispositions.

Collaborative for Social Emotional and Academic Learning (2020). CASEL’s SEL framework: What are the core competency areas and why are they promoted? CASEL.
This four-page document provides a description of the SEL competencies, the benefits to students, and strategies for collaboration across school, home, and community.

Fink, J. (2016). Setting the stage for success: social-emotional learning promotes healthy attitudes and academic achievement. District Administration, 11, 30.
This article discusses how a focus on social emotional learning led to improved dispositions toward school and achievement gains on standardized tests.

Yang, C., Chan, M-K., & Ma, T-L. (2020). School-wide social emotional learning (SEL) and bullying victimization: Moderating role of school climate in elementary, middle, and high schools. Journal of School Psychology, 82, 49–69.
This study discusses the role SEL plays in students’ attitudes, perceptions, and experiences with bullying in school.

Jagers, R. J., Rivas-Drake, D., & Williams, B. (2019). Transformative social and emotional learning (SEL): Toward SEL in service of educational equity and excellence. Educational Psychologist, 54(3), 162–184.
This aims to create transformative social emotional learning for the purpose of promoting equity. Founded on a justice-oriented notion, the article discusses issues such as belonging, culture, and identity.

Jagers, R., Ishida, T., Rivera, R., Simmons, D., & Srinivasan, M. (2019). Building a culture of equity through SEL. [conference plenary video]. SEL Exchange: CASEL.
This video is a presentation on CASEL’s emerging new SEL Framework focused on cultural responsiveness and equity. You can break up your viewing of this video. Watch the first 11 minutes of the video where CASEL’s Vice President of Research, Dr. Robert J. Jagers introduces three priorities: equity, adult SEL, and integration of SEL with academic learning. Between 11:20 – 13:00, Jager introduces four speakers. Each speaker then discusses their work in the identified focus areas (Simmons, 13:03; Srinivasan, 20:00; Ishida, 26:45; Rivera, 34:36). During the remainder of the video, Jager poses questions to this panel of experts. ©2020 CASEL. All Rights Reserved. Used with permission.

Allbright, T. N., Marsh, J. A., Kennedy, K. E., Hough, H. J., & McKibben, S. (2019). Social-emotional learning practices: insights from outlier schools. Journal of Research in Innovative Teaching, 12(1), 35–52.
The findings of this study point to six categories of SEL practices that improve school climate and relationships while also pointing to opportunities for improving SEL. This study focuses on schools where the majority of students are African American and/or Latino.

Gehlbach, H. (2017). Learning to walk in another’s shoes: the capacity to make sense of another person’s thoughts and feelings underlies a host of social-emotional learning outcomes. Phi Delta Kappan, 6.
This article discusses social awareness and provides strategies for teaching students’ perspective-taking.