Transformative Social and Emotional Learning (SEL): Toward SEL in Service of Educational Equity and Excellence

This article seeks to develop transformative social and emotional learning (SEL), a form of SEL intended to promote equity and excellence among children, young people, and adults. We focus on issues of race/ethnicity as a first step toward addressing the broader range of extant inequities. Transformative SEL is anchored in the notion of justice-oriented citizenship, and we discuss issues of culture, identity, agency, belonging, and engagement as relevant expressions of the Collaborative for Academic, Social and Emotional Learning 5 core competencies. We also point to programs and practices that hold promise for cultivating these competencies and the importance of adult professional development in making these efforts maximally effective for diverse children and youth. We conclude by offering a few next steps to further advance transformative SEL research and practice.     

Orienting Schools Toward Equity: Subgroup Accountability Pressure and School-Level Responses

Abstract

This article examines school-level responses to subgroup accountability pressure through an ethnographic case study of a school cited for failing to make adequate yearly progress for student subgroups. Concerns about the calculations and measures used to derive the citation and reservations about acting on accountability data delegitimized the citation and rendered the identified subgroups irrelevant to daily practice. Under district guidance, compliance with subgroup accountability was independent of the school's internal efforts to promote equity.     

关于公平问题的若干思考

公平与公正、平等既有联系又有区别,不可混淆。公平是效率合法、持久的基础,是实现效率的根本方式。公平有权利公平、机会公平、规则公平和分配公平之分,分配公平的实现必须以前三种公平为前提条件。     

高考：社会公平的支点

社会公平是个体能力张扬的展现,是社会发展程度的标志,对社会公平问题的关注必然从教育公平开始,高考是实现社会公平的历史选择。需要从确立大学精英教育思想、平衡区域差异和消除经济与文化贫困几方面入手,为实现高考公平提供政策与制度保障。     

Design of Experiments Illustrated by Weighing

A smiple weighing experiment is used to illustrate classical, factorial, fractional replicate of a factorial, confounded factorial and latin square designs of experiments.     

浅论社会公平与和谐社会

和谐社会是我国新时期社会发展的价值目标。社会矛盾的统一或解决即和谐。在我国当前深化改革的关键时期,诸多深层社会矛盾和利益关系,实质上都是与社会公平密切相关的。合理解决社会公平问题,是当前我国构建和谐社会的基本前提。     

社会资本与教育公平

在现代社会影响教育公平的诸多因素中，社会资本因素是一类重要的社会因素。在当今市场化的社会发展形态中，存在大量与学生受教育过程密切相关的社会资本失衡现象。社会资本的不平等对于学生的受教育机会公平、社会化处境、教育质量公平、乃至职业与社会地位获得均产生了显著影响。中国市场化的社会转型过程中有必要关注社会资本对教育公平的影响。     

Science and Mathematics Teachers Working Toward Equity Through Teacher Research: Tracing Changes Across Their Research Process and Equity Views

We investigated secondary science and mathematics teachers engaged in a two-and-a-half-year professional development effort focused on equity. We examined how teachers conducting research on their own instructional practices—a central learning strategy of the professional development project—informed and/or constrained their views related to three strands of equity: teachers and teaching, students and learning, and students’ families and communities. Data collected included recordings of professional development seminars and school-site meetings, three sets of individual interviews with teacher researchers, and drafts and final products of the classroom research teachers conducted. From our qualitative analyses of data, we found that most teachers addressed at least two of the three equity strands in researching their own practice. We also found that most transformed their understandings of teachers and students as a result of their teacher research process. However, teachers’ views of families and communities changed in less substantive ways. We close with recommendations for other researchers and professional developers intent on supporting science and mathematics teachers in using teacher research to work toward equity.     

人的发展视域中的社会公平

马克思主义人的彻底解放和自由全面发展追求,内在地包含着实现社会公平的价值取向。社会公平是人生存发展的必然要求,人的发展状况是判断社会公平实现程度最根本的也是最真实的标准。公平是理想与现实的统一。从人的发展的实现条件看,追求社会公平要基于现实,肯定起点和规则公平,而不能超越阶段。从人的发展的本质要求看,追求社会公平要坚持理想,尽可能实现结果的公平,切实保障弱势群体生存发展的权益。     

Strides Toward Equity in an Urban Center: Temple University's Professional Development Schools Partnership

Many educators believe that the goal of equity is far from being achieved given the dilemmas faced by today's inner city public schools. The authors examine the potential of Temple University's Professional Development School Partnership, a collaborative project with the School District of Philadelphia, to facilitate educational equity within an urban center. Current understandings of the construct of equity are identified and used to explore the possibilities and challenges of striving for equity in the urban center. The development of this partnership documents growth into a more inclusive, expansive, and collaborative style of working together. A closer look into this process is provided by an in-depth discussion of two essential components of the partnership, namely, its culturally responsive process and its objective of transforming the teaching and learning conditions of schools. It is argued that school systems need to look critically at their own educational resources as well as policies and practices to guarantee that they genuinely promote participation and achievement of all students. In essence we contend that there cannot be equity without the assurance that students will achieve to their fullest potential.     

环境公平问题与社会管理创新

转型加速期的中国,环境公平日益成为带有普遍性和敏感性的重大社会问题。日趋严重的地区和群体间的环境不公,加大了区域环境风险,威胁国家的环境安全,加剧了社会不公,危及社会的和谐稳定与可持续发展,成为我国社会管理面临的严峻挑战和重要议题。加强以环境保护为主要内容的社会管理创新,构建和完善环境基本公共服务体系、环境利益整合机制以及多元化的环境保护社会调控与参与机制,是促进和实现环境公平的重要路径。     

教育公平与社会公平相互促进的关系状态和基本意义

公平是共同发展、共同富裕和共同幸福,最终标准和方式是平等与效率相互促进的关系状态,是不同公平标准和方式的和谐统一。公平的不同目标追求、理论基础、评价标准和实践方式形成不同结果。道德公平的目标、理论、标准和方式是人格平等,趋向是理想多于现实。经济公平的目标、理论、标准和方式是能力平等,结果是现实多于理想。政治公平的目标、理论、标准和方式,在不同时期有不同特点,但其永恒主题不仅是平衡稳定与发展、平等与效率的关系,形成它们相互促进、持续不断提高水平的公平的关系状态,而且总是在道德理想与经济现实的矛盾中博弈和寻找平衡。教育公平与社会公平互为基础、相互制约、相互促进,教育公平对促进社会公平有重要意义,社会公平对促进教育公平有重要意义。追求崇高的道德理想是扶贫帮困、慈善仁爱的理论基础,追求互利和双赢是在能力和劳动面前人人平等的理论基础。整个社会道德追求的主流对教育公平具有决定性作用。分数面前人人平等的公平具有两面性,并未涉及导致分数差距的经济和社会根源。在政治、道德平等和经济不平等情况下,以不平等的方式促进落后地区经济和教育的发展才是公平的。追求公平既有对能力、经济等有优势的人的权利、利益缺位的关注,也有对能力、经济等处境不利人群的权利、利益缺位的关注,但通常情况其核心是对后者的关注。实现教育公平必须协调道德、经济和政治公平的标准和方式。以人格平等的道德标准和方式,实现教育平等。以能力平等的经济标准和方式,提高教育效率。以平衡道德公平与经济公平关系的政治标准和提供机会、过程公平的方式,形成教育平等与教育效率相互促进的关系状态。通过整合道德、经济和政治的公平标准和方式,形成持续不断提高平等与效率相互促进水平的高水平的教育公平。公平与正义、公正从社会发展中协调各种利益关系的最高目标看,具有完全相同的本质,追求和实现教育公平就是追求和实现教育正义、公正。     

构建和谐社会实现社会公平

实现社会公平,是社会主义的根本要求。在构建社会主义和谐社会中,要把实现社会公平放在更加突出的地位。维护和实现社会公平,就要坚持公有制的主体地位,建立健全政府的宏观调控体系,处理好公平和效率之间的关系,并进一步完善社会保障体系。     

论高等教育对社会流动的影响

社会流动是从动态的角度描述社会层次结构分化的时空范围、方向和速度,而当代社会,高等教育业已成为社会流动的重要影响因素。高等教育对社会流动的影响具有双向性、有限性、条件性等三个特征。     

Graduate Social Work Students' Attitudes Toward Service-Learning

Service-learning attitudes among graduate social work students enrolled in a course on human diversity and oppression are presented. A survey was administered at the beginning and at the end of the semester to students enrolled in the course, which was taught using a service-learning approach. Among the results were believing that service-learning aided in meeting learning goals and higher overall satisfaction with the service-learning experience. This article expands the literature on service-learning in social work education and promotes the use of this experiential method in social work diversity curricula.     

Fostering Authentic Problem Seeking: A Step Toward Social Justice Engagement

Because of these learners’ potential as future leaders, it is imperative that educators develop gifted students’ ability to identify and solve complex social justice problems. Nourishing students’ affective traits, including empathy for others, understanding of themselves, and the ability to connect to others in local and global society, will help students to recognize and seek out authentic problems. This article examines the nuances around the creative problem-solving process and how educators can infuse the curriculum with opportunities to develop and strengthen the skills students need to become engaged, real-world problem seekers, as we call it, and problem solvers. Through the combination of social justice issues and creative problem seeking, students can be motivated to engage with the community and promote positive change in the world.     

伦理精神：实现社会公平与效率均衡的支点

实现公平与效率的均衡是一个经济学的难题,对其支点的寻找不能仅仅局限在经济领域,最终必须有赖于人的伦理精神。伦理精神既是实现公平的保证,也是追求效率的动力源泉,更是实现公平与效率均衡的支点。     

论社会正义视野中的教育公平

作为一种利益,教育资源的分配与矫正是社会正义的重要论域。在平等、公正的原则下,教育公平的本质是满足不同人的发展需求。教育公平的实现基于社会理念中的共同标准,同时也受制于既有的制度环境和利益结构。它的正义取向体现为平等、补偿和发展三个原则。要实现教育公平,制度必须有效保障教育机会均等、教育资源的均衡配置以及政府教育权责的规范。