‘We are trying to make them good citizens’: The utilisation of SEAL to develop ‘appropriate’ social,emotional and behavioural skills amongst pupils attending disadvantaged primary schools

This paper focuses on primary school staff members’ interpretations of the UK social and emotional learning initiative: SEAL. The data, collected through group and individual interviews with a range of staff members working in schools located in deprived areas, illustrate how the scheme has been used to encourage various behaviours. This utilisation of SEAL was influenced by staff members’ perceptions of the pupils’ parents, and particularly their in/ability to develop ‘appropriate’ social, emotional and behavioural skills. Staff members identified a range of objectionable behaviours, exhibited by the pupils, which were perceived to have been encouraged in the home. In response, schools operationalised SEAL to endorse alternative behaviours deemed ‘appropriate’. Implications of the findings, in terms of marginalising the values and ‘othering’ the practices of specific sections of society, are discussed, and recommendations are made for a more democratic approach to schooling which prioritises a mutual exchange of knowledge between school and home.     

美国社会情绪学习标准体系及其应用

基于科学研究和实践经验相结合的美国社会情绪学习项目有助于提高学生情商,改善学习和生活态度,降低问题行为,提高学习成绩。本文从社会情绪学习的发展历程、内容框架与标准体系、具体应用等几个方面来介绍美国社会情绪学习的基本模式,为促进我国教学改革、学生的情感教育以及良好公民的培养提供参考。     

社会与情感能力:影响成功与幸福的关键因素

社会与情感能力是非认知方面的软技能,包括目标动机、自我控制、与他人合作和管理情绪等方面的能力.社会与情感能力是21世纪的核心竞争力,是影响成功与幸福的关键因素.建立在“大五”人格基础上的测评框架,从尽责性、情绪稳定性、亲和性、开放性和外向性五个方面来评估学生的社会与情感能力的发展水平,并通过学校、家庭与社区的合力,共同...     

学习科学视域中的社会性学习:过去、现在与未来

本文通过梳理已有的社会性学习研究,探索学习科学视角下社会经验与社会交互对人类学习的深刻影响。文章首先追述了社会性学习研究的缘起与发展历史,指出对人类学习社会性机理的科学探索不仅促发了学习科学的诞生,也成为当下学习科学跨领域研究的共同核心;接着分别在个体、人际、群体和技术四个层面回顾当下社会性学习的研究成果,发现以前的研究从不同层面证明社会性因素能够成为学习的强效活性剂。在此基础上,本文提出未来学习科学研究需进一步探讨的问题:社会性大脑的研究发现如何更好地服务于教育实践?社会性技术的推广和应用需克服哪些难题?作为教育实践者的我们如何整合来自非正式与正式学习环境中的社会因素以促进学习发生?     

个体差异与计算机辅助语言教学的优势

介绍了计算机辅助语言教学的基本形式;同时以学习者的个体差异为着眼点,从学习者的认知、情感及社会性等方面论述了机辅语言教学的优势。肯定了机辅语言教学的优势,旨在为促进高校外语教学,培养满足社会需求的人才提供有益的建议。     

重视非智力因素在英语教学中的作用

职业大学的教师必须采用多种教学手段 ,充分发挥学生非智力因素的作用 ,将学生的上进心、自尊心、荣誉感与学习动机和目的联系在一起 ,提高学习的积极性 ,培养学习的兴趣。     

The inclusion of pupils perceived as having social and emotional behavioural difficulties in mainstream schools: a focus upon learning

This article focuses upon the relationship between social and emotional behavioural difficulties (SEBD) and learning. It argues that, while inclusion is desirable in principle, it can be highly problematic in practice. Further, it explores the contested nature of the concept of SEBD and the nature of support for pupils categorised as such. The article draws upon a case study which evaluates a group work approach devised by the author to support pupils experiencing SEBD within a mainstream secondary school, within a deprived area. The study (N = 69) established benchmark measures relating to pupil attendance, discipline sanctions, attainment and pupil attitudes and followed the progress of the pupils until one to two years after completion of the intervention. The findings indicate that the intervention did not reduce the differential in performance in National Tests between the Support Group pupils and comparator groups but it did impact positively upon dispositions towards learning.     

Building inclusive education on social and emotional learning: challenges and perspectives – a review

This article focuses on conceptual and empirical issues related to the links between social and emotional learning (SEL) and inclusive education. SEL can be defined as the process of socialisation and education related to personal, interpersonal and problem‐solving skills and competencies. This process takes place in formal and informal settings and is influenced by a complex interplay of individual, situational and cultural factors. Beside a person‐centred focus, effective SEL interventions are provided within supportive learning environments and are directed at enhancing the social–emotional environmental factors that influence learning. Underlying theories and models related to SEL are reviewed, completed by empirical data stemming from prevention science, and developmental psychology. The role of SEL will be investigated with respect to children with emotional–behavioural difficulties and their social and cultural context. Finally, the multifaceted role of SEL and its preventive potential in inclusive school settings through modifications of input and content, teaching strategies and processes, as well as the improvement of learning environments are outlined.     

CCC2002、CC2004与地方院校计算机专业教育的困惑

参照CC2004、CCC2002教程,对地方院校的计算机专业教育在专业定位、办学特色、培养质量与师资水平、课程设置、实践教学等方面进行探讨,对存在的困惑提出了应对措施。     

Evaluating Emotional Literacy in Schools: The Development of the School Emotional Environment for Learning Survey

This paper describes the development of the School Emotional Environment for Learning Survey, an instrument for evaluating the perceived level of emotional literacy of the school as an organization. It elicits student and staff perceptions of their affective experience of being a part of the school community. It was designed to look at the extent to which a school enables members of its community to interact in a manner that builds an understanding of their own and others' emotions, which can then be used to shape their actions. Emotional literacy is seen here as a potential in everyone that is contingent on the interaction between a person and their social context, rather than a capacity that is either present or absent in the individual.
Qualitative data were collected from an ethnographic case study of two schools using closed- and open-ended questionnaires, semi-structured interviews, focus groups, a draw-and-write exercise and participant observation. The data were used to generate grounded theory and to build a theoretical framework for organizational emotional literacy. This theoretical framework is described as the CORE framework, addressing the domains of communication, relationships, organization and emotional experience. These domains are then characterized by particular qualities and values that are described in the 'matrix of emotional literacy'. This framework and matrix were then used to develop a questionnaire, which was trialed as a tool to audit the level of emotional literacy in both primary and secondary schools.     

美国伊利诺伊州儿童社会情感学习标准的落实——基于霍尼格政策实施理论的分析

自幼儿阶段开始培养儿童的社会情感能力,有助于促进儿童的全面发展,为其将来的学校学习做好准备。美国伊利诺伊州在制定和完善儿童社会情感学习标准、提供支持促进儿童社会情感学习标准落实方面取得了显著成就。从霍尼格的政策实施理论分析伊利诺伊州的经验,可以发现其之所以能够成功,主要原因在于该州不仅有系统明确的政策,统一了各相关行动者对儿童社会情感能力的认识与发展期待,而且建构了不同相关机构与团体互动协商的实施机制,共同助力教师与家长不断提高支持儿童社会情感学习的教育能力。这使得伊利诺伊州形成了互相尊重与信任的文化,能够广泛调动各个层面的政策实施者的能动性,由此带来了政策工具的持续更新与相关资源的优化配置。我国若要进一步推动包括社会情感领域在内的幼儿学习与发展指南的落实,应进一步清晰界定政策目标和工具,形成有序且灵活的标准框架;以信任文化孕育共识,发挥政策对象的能动性;提升系统间的协同性,改进标准实施的支持系统。     

适应就业的计算机专业教学改革初探

分析了社会上对计算机人才的岗位需求,指出目前在计算机专业人才培养上存在着人才队伍结构失衡、与市场需求脱节等问题,提出要在专业课程设置、教学方法、考核方式及就业实习等方面进行调整和改革,以实现学生就业与市场需求的对接。     

A national evaluation of the impact of the secondary social and emotional aspects of learning (SEAL) programme

In recent years, the English education system has reflected a worldwide interest in social and emotional learning (SEL), as evidenced by the national launch of the secondary social and emotional aspects of learning (SEAL) programme in 2007. SEAL is a whole-school approach designed to positively influence a range of pupil outcomes, including increased social and emotional skills, better behaviour and reduced mental health difficulties. The aim of the current study was to examine the impact of SEAL on such outcomes. The study utilised a quantitative, quasi-experimental design with a sample of 22 schools (approximately 2360 pupils) implementing the SEAL programme, and 19 ‘matched comparison’ schools (approximately 1991 pupils), selected on the basis of similar school-level characteristics. A cohort of pupils in these schools completed annual self-rated assessments of their social and emotional skills (using the Emotional Literacy Assessment and Intervention instrument), mental health difficulties and pro-social behaviour (using the Strengths and Difficulties Questionnaire) over a two-year period. After controlling for a range of school- and pupil-level characteristics, analysis using multi-level modelling indicated marginal, non-significant effects of the SEAL programme on pupils’ social and emotional skills and mental health difficulties, and no significant effect on their pro-social behaviour. The study findings are discussed in relation to existing evidence about the effectiveness of the SEAL programme and the broader SEL evidence base.     

Helping children to get along: teachers’ strategies for dealing with bullying in primary schools

This brief report describes a small-scale qualitative interview study with primary school teachers in England, investigating their perceptions of bullying and strategies to prevent and manage it. Findings showed that much intervention work was situationally dependent, with teachers making subtle judgements about when and how to intervene. Prevention and intervention work centred on empathy development and teaching children skills to help them nurture effective social relationships. We suggest that this holistic approach to bullying enables teachers to address multiple agendas aligned towards promoting children’s social and emotional learning.