Abstract
This paper shares the initial year-one results of a research study embedding Social Emotional Learning (SEL) as a pedagogy of protest and equity in a rural town in the USA. Using a three-year research-design, this study utilizes Design-Based Implementation Research (DBIR) in a step-by-step collaborative model emphasizing research and practice questions measuring the impact of SEL interventions on student and teacher behaviors, schooling cultures, and competencies in SEL practice with the intent to use SEL as a lever of change to reduce inequality in a rural region of one US state. The central research question of the study is: What are the impacts of systematic SEL interventions as a lever of change to reduce inequality?
Presenters
A. Suzie HenningAssistant Professor of Foundations, Education, Education, Eastern Washington University, Washington, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Education and Learning Worlds of Differences
KEYWORDS
Social Emotional Learning; Pedagogy of Protest; Equity Pedagogy; Teacher Preparation
