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MSP News: Social and Emotional Learning

December 7, 2017

NEWS IN BRIEF


New in Library
1. "Encouraging Social and Emotional Learning in the Context of New Accountability," Hanna Melnick, Channa M. Cook-Harvey, Linda Darling-Hammond, Learning Policy Institute, April 2017.
2. "Using Surveys of Students' Social-Emotional Skills and School Climate for Accountability and Continuous Improvement," Heather Hough, Demetra Kalogrides, Susanna Loeb, Policy Analysis for California Education, March 2017.
3. "A Review of the Literature on Social and Emotional Learning for Students Ages 3–8: Characteristics of Effective Social and Emotional Learning Programs," Rosemarie O’Conner, Jessica De Feyter, Alyssa Carr, Jia Lisa Luo, Helen Romm, US Department of Education, IES, February 2017.
4. "Advancing the Science and Practice of Social and Emotional Learning: Looking Back and Moving Forward," David Osher, Yael Kidron, Marc Brackett, Allison Dymnicki, Stephanie Jones, Roger P. Weissberg, Review of Research in Education, December 2016.
5. "Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects," Rebecca D. Taylor, Joseph A. Durlak, Eva Oberle, Roger P. Weissberg, Child Development, August 2017.

New in Resources
1. New Website: Measuring SEL: Using Data to Inspire Practice is a collaborative effort to address and advance the effective and practical assessment of social and emotional competencies in children and youth from preschool through high school.

Announcements
1. Teacher-Scientist Partnership Meeting: A Special Event at the AAAS Annual Meeting
February 18, 2018 in Austin, TX
2. CADRE Releases New Report: "Emerging Design Principles for Online and Blended Teacher Professional Development in K-12 STEM Education," Meg Bates, Shereen Beilstein, Amy Busey, Lynn Goldsmith, Susan Kowalski, Michelle Perry, CADRE, November 2017.


DETAILS BELOW


New in Library
1. "Encouraging Social and Emotional Learning in the Context of New Accountability," Hanna Melnick, Channa M. Cook-Harvey, Linda Darling-Hammond, Learning Policy Institute, April 2017.

"How can schools be encouraged to help students develop socially and emotionally and to foster positive school environments in the context of new accountability under the Every Student Succeeds Act? This report provides a framework for considering how measures of social and emotional learning (SEL) and school climate may be incorporated into an accountability and continuous improvement system."

MSPnet Location: Library >> Ed Change & Policy
http://hub.mspnet.org/index.cfm/33257


2. "Using Surveys of Students' Social-Emotional Skills and School Climate for Accountability and Continuous Improvement," Heather Hough, Demetra Kalogrides, Susanna Loeb, Policy Analysis for California Education, March 2017.

"This report and accompanying policy brief show that there is good reason to pursue the measurement of social-emotional learning (SEL) and school culture/climate (CC) as a way to better understand student and school performance. Using data from California's CORE districts, we show that SEL and CC measures demonstrate reliability and validity, distinguish between schools, are related to other academic and non-academic measures, and also illuminate dimensions of student achievement that go beyond traditional indicators. We also show how the SEL and CC measures can be used to identify areas of improvement within schools, such as identifying subgroup gaps or differences in reports between various respondent groups."

MSPnet Location: Library >> Ed Change & Policy
http://hub.mspnet.org/index.cfm/33258


3. "A Review of the Literature on Social and Emotional Learning for Students Ages 3–8: Characteristics of Effective Social and Emotional Learning Programs," Rosemarie O’Conner, Jessica De Feyter, Alyssa Carr, Jia Lisa Luo, Helen Romm, US Department of Education, IES, February 2017.

The purpose of the report series is to summarize the benefits of social and emotional learning (SEL) in early childhood, and identify the characteristics of SEL interventions that are effective in school contexts. Responding to a need expressed by the Early Childhood Education Research Alliance, the research team conducted a systematic review and synthesis of recent research reviews and meta-analyses on the topic of SEL. The review identified effective SEL programs, strategies, and implementation practices. These effective components include aspects of program design, teacher training and technical assistance, and integration of SEL with existing structures. The review also described state and district policies that support SEL, such as engaging stakeholders, assessing resources and needs, adopting evidence-based SEL programs, integrating SEL into teacher and administrator evaluation systems, and developing comprehensive, freestanding SEL learning standards. Results suggest that SEL programs positively affect social and academic outcomes; however, more research is needed on the effects on diverse student groups. The four parts to the series are:

MSPnet Location: Library >> Ed Change & Policy
http://hub.mspnet.org/index.cfm/33259


4. "Advancing the Science and Practice of Social and Emotional Learning: Looking Back and Moving Forward," David Osher, Yael Kidron, Marc Brackett, Allison Dymnicki, Stephanie Jones, Roger P. Weissberg, Review of Research in Education, December 2016.

"This chapter summarizes the results of nearly 100 years of research on school-based social and emotional learning (SEL). The SEL field has grown out of research in many fields and subfields with which educators, researchers, and policymakers are familiar, including the promotion of social competence, bullying prevention, prevention of drug use and abuse, civic and character education, emotional intelligence, conflict resolution, social skills training, and 21st-century skills. The chapter begins with a historical summary of theoretical movements and research trends that have led to today's inclusion of SEL as part of many schools' curricula, policies, and practices. Contemporary approaches that represent current policy and societal concerns are discussed in comparative terms. Based on the converging research evidence, this chapter identifies design elements and implementation quality characteristics of effective approaches to SEL. Recommendations for future practice, policy, and research are provided."

MSPnet Location: Library >> Ed Change & Policy
http://hub.mspnet.org/index.cfm/33260


5. "Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects," Rebecca D. Taylor, Joseph A. Durlak, Eva Oberle, Roger P. Weissberg, Child Development, August 2017.

"This meta-analysis reviewed 82 school-based, universal social and emotional learning (SEL) interventions involving 97,406 kindergarten to high school students (Mage = 11.09 years; mean percent low socioeconomic status = 41.1; mean percent students of color = 45.9). Thirty-eight interventions took place outside the United States. Follow-up outcomes (collected 6 months to 18 years postintervention) demonstrate SEL's enhancement of positive youth development. Participants fared significantly better than controls in social-emotional skills, attitudes, and indicators of well-being. Benefits were similar regardless of students' race, socioeconomic background, or school location. Postintervention social-emotional skill development was the strongest predictor of well-being at follow-up. Infrequently assessed but notable outcomes (e.g., graduation and safe sexual behaviors) illustrate SEL's improvement of critical aspects of students' developmental trajectories."

MSPnet Location: Library >> Ed Change & Policy
http://hub.mspnet.org/index.cfm/33262


New in Resources
1. New Website: Measuring SEL: Using Data to Inspire Practice

Measuring SEL: Using Data to Inspire Practice is the new website launched by CASEL and leading researchers, educators, and policymakers from universities, school districts, and national organizations. The website is a product of the Assessment Work Group's efforts to tackle some of the most critical issues in using data to improve SEL, especially in schools. Check out the blog written by experts in the field to inform people about what is happening in the field, inspire new approaches, engage a wider range of collaborators, and connect people working in these areas with each other. Join the Collaborator Network, an opportunity for educators and researchers to exchange ideas and build new relationships and collaborations.

MSPnet Location: Resources >> Useful Websites
http://hub.mspnet.org/index.cfm/33263


Announcements
1. Teacher-Scientist Partnership Meeting: A Special Event at the AAAS Annual Meeting
February 18, 2018 in Austin, TX

AAAS invites you to a meeting for teachers, scientists, and community and institutional partners who participate in, organize, or want to start programs that bring scientists into classrooms.  Participants will learn about successful efforts both in and outside of school organized by a range of organizations.  We’ll examine strategies for recruiting and training scientists and teachers; using partnerships to close the achievement gap; building community support and buy-in; and sustaining efforts.  Panels, lightning talks, knowledge circles, and other networking opportunities will engage all participants.

Our partners for this special event are the Center for Educational Outreach, Baylor College of Medicine and the Science and Health Education Partnership at UC San Francisco.  If you would like to present a lightning talk about your program or facilitate a knowledge circle discussion, please contact Betty Calinger, bcalinge@aaas.org for details.  Register for the meeting:  http://www.cvent.com/d/4tq9r9/1Q.



2. CADRE Releases New Report: "Emerging Design Principles for Online and Blended Teacher Professional Development in K-12 STEM Education," Meg Bates, Shereen Beilstein, Amy Busey, Lynn Goldsmith, Susan Kowalski, Michelle Perry, CADRE, November 2017.

"Between February and September 2017, awardees representing 11 projects participated in a series of activities designed to elicit and form consensus around emerging design principles for online and blended teacher PD programs in K-12 STEM education. The resulting principles are organized and presented around three themes: 1. Motivating and sustaining engagement that builds knowledge and advances professional goals 2. Creating opportunities for teachers to collaborate as learners 3. Supporting reflection on content and practice Participating awardees also described opportunities and challenges associated with each theme in online and blended settings. Finally, they highlighted opportunities for further research that could enhance the design principles presented, inform the development of new principles, and address challenges that are common across projects."