Teachers in a California school district who had access to surveys from students about social and emotional learning made adjustments in their classrooms to help students speak up more and develop a sense of belonging, according to a report by Future Ed at Georgetown University. The report notes that researchers will not know whether the teachers’ changes adequately addressed concerns until this year’s survey.
Blad, E. (2019, February 04). Social-Emotional Learning Data May Identify Problems, But Can Schools Fix Them? Retrieved March 13, 2019.
- Posted: May 15, 2019
Home » Best Practices » Blad, E. (2019, February 04). Social-Emotional Learning Data May Identify Problems, But Can Schools Fix Them? Retrieved March 13, 2019.
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- Why Poverty Matters
- Poverty Data Sources
- Neuroscience & the Classroom
- Why Resources Matter
- 1 – Build Relationships
- 2 – Decrease Stress
- 3 – Increase Status
- 4 – Increase Hope
- 5 – Proactively Guide
- 6 – Use “Me” Strategies
- 7 – Understand Goals of Misbehavior
- 8 – Decrease Health Impacts
- 9 – Build Family/Community Partnerships
- 10 – Align Instruction & Assessment
- 11 – Motivate
- 12 – Grow Mindsets
- 13 – Build Background Knowledge
- 14 – Grow Executive Function
- 15 – Build Memory Trace
- 16 – Grow Emotional & Soft Skills
- 17 – Purposefully Teach
- 18 – Explicitly Teach
- 19 – Question Strategically
- 20 – Use Data
- 21 – Make Learning Fun
- 22 – Accommodate
- 23 – Infuse the Arts
- 24 – Maintain High Expectations
- 25 – Lead