LEARNING SETTINGS: CLASSROOMS How does embedding social, emotional, and academic learning into classroom settings matter? 1. Which aspects of What are the specific affordances (e.g., the composition of students) and constraints (e.g., children who multiple classroom organization, languages coupled with few supports for translating structure, and routines materials) that contribute to children’s development? influence social, emotional, What are the influences of school and classroom rules, and cognitive development? norms, and policies (e.g., behavior management supports)? How can the physical of a classroom (e.g., seating, size, materials, lighting, etc.) be designed to promote social, emotional, and cognitive development? 2. Which classroom practices Which methods or models for embedding a focus on social, emotional, and cognitive development into are best for and approaches classrooms are the most effective (e.g., explicit instruction, promoting social, emotional, modeling, school-wide practices, etc.), how might this vary and cognitive development, by specific skill area, and what dosage is necessary for given each child’s unique optimal results? developmental needs and How long does it take for a specific SEL program or cultural background? approach to effect social, emotional, and cognitive skills and competencies at the classroom and under what circumstances (e.g., school-level policies, community characteristics, etc.) do we expect to see effects? 3. What aspects of classroom specific teacher-level constructs (including beliefs, dispositions, competencies, and behaviors) support high climate (e.g., relationships, quality implementation of practices? attitudes, etc.) support high What is the impact of intentionally integrating social, quality implementation of emotional, and cognitive development into the more practices and strategies tied traditional academic work of classrooms and classroom to social, emotional, and instruction, and how is this best accomplished? cognitive development? How do classroom peer groups influence the implementation and uptake of different approaches and practices in social, emotional, and character development, thereby influencing classroom dynamics, student learning, and healthy development? B. How do schools contribute to holistic student development?
LEARNING SETTINGS: CLASSROOMS How does embedding social, emotional, and academic learning into classroom settings matter? 1. Which aspects of classroom organization, structure, and routines influence social, emotional, and cognitive development? What are the specific affordances (e.g., the composition of students) and constraints (e.g., children who multiple languages coupled with few supports for translating materials) that contribute to children’s development? What are the influences of school and classroom rules, norms, and policies (e.g., behavior management supports)? How can the physical of a classroom (e.g., seating, size, materials, lighting, etc.) be designed to promote social, emotional, and cognitive development? 2. Which classroom practices and approaches are best for promoting social, emotional, and cognitive development, given each child’s unique developmental needs and cultural background? Which methods or models for embedding a focus on social, emotional, and cognitive development into classrooms are the most effective (e.g., explicit instruction, modeling, school-wide practices, etc.), how might this vary by specific skill area, and what dosage is necessary for optimal results? How long does it take for a specific SEL program or approach to effect social, emotional, and cognitive skills and competencies at the classroom and under what circumstances (e.g., school-level policies, community characteristics, etc.) do we expect to see effects? 3. What aspects of classroom climate (e.g., relationships, attitudes, etc.) support high quality implementation of practices and strategies tied to social, emotional, and cognitive development? specific teacher-level constructs (including beliefs, dispositions, competencies, and behaviors) support high quality implementation of practices? What is the impact of intentionally integrating social, emotional, and cognitive development into the more traditional academic work of classrooms and classroom instruction, and how is this best accomplished? How do classroom peer groups influence the implementation and uptake of different approaches and practices in social, emotional, and character development, thereby influencing classroom dynamics, student learning, and healthy development? B. How do schools contribute to holistic student development?
NCSEAD-ResearchRecommendations-v3_JK.docx