States Charging the Way to Support Systemic Social and Emotional Learning: State-Level Insights from the CASEL-Wisconsin Department of Public Instruction Research-Practice Partnership [Learning Series on Research-Practice Partnerships (RPPs). Brief 5]
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| Title: | States Charging the Way to Support Systemic Social and Emotional Learning: State-Level Insights from the CASEL-Wisconsin Department of Public Instruction Research-Practice Partnership [Learning Series on Research-Practice Partnerships (RPPs). Brief 5] |
|---|---|
| Language: | English |
| Authors: | Williams, Brittney V., Skoog-Hoffman, Ally, Yoder, Nick, Herman, Beth, Collaborative for Academic, Social, and Emotional Learning (CASEL) |
| Source: | Collaborative for Academic, Social, and Emotional Learning. 2020. |
| Availability: | Collaborative for Academic, Social, and Emotional Learning. 815 West Van Buren Street Suite 210, Chicago, IL 60607. Tel: 312-784-3880; Fax: 312-784-3885; e-mail: info@casel.org; Web site: http://www.casel.org |
| Peer Reviewed: | N |
| Page Count: | 17 |
| Publication Date: | 2020 |
| Sponsoring Agency: | Robert Wood Johnson Foundation |
| Document Type: | Reports - Descriptive |
| Descriptors: | Social Emotional Learning, Equal Education, Partnerships in Education, School Districts, State Departments of Education, Capacity Building, Program Implementation, Strategic Planning, Educational Quality, Technical Assistance |
| Geographic Terms: | Wisconsin |
| Abstract: | This brief is one in a five-part series in which the Collaborative for Academic, Social, and Emotional Learning (CASEL) documents insights from their efforts to understand how educators and researchers can build relationships that support a shared action research agenda around social and emotional learning (SEL). CASEL has developed three theories of action, guided by four focus areas that are scaled to their position within the system. Each theory of action provides a roadmap to systemic SEL implementation. This Research-Practice Partnership (RPP) series inquiry seeks to demonstrate the emerging coherence of CASEL's theories of action across the tiers of our education system and provide insights into where additional action and support are needed to foster equitable learning and development for children from diverse backgrounds. Specifically, they want to understand how actions within CASEL's State Theory of Action influence district and school actions. When states engage in the activities within the State Theory of Action, the assumption is that states are creating the conditions for districts and schools to implement systemic SEL. To begin exploring those assumptions in this RPP, CASEL and Wisconsin's Department of Public Instruction (DPI) co-constructed research questions to examine ways in which its resources, guidance, and professional learning promote systemic SEL. The insights presented here were co-constructed by CASEL with DPI staff. This RPP presents evidence supporting how a state education agency (SEA) can approach and lead SEL professional learning and the influence these sessions have on the perceptions and actions of district- and school-level educators that attended the professional learning. |
| Abstractor: | ERIC |
| Entry Date: | 2021 |
| Accession Number: | ED614236 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED614236 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED614236 AccessLevel: 3 PubType: Report PubTypeId: report PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: States Charging the Way to Support Systemic Social and Emotional Learning: State-Level Insights from the CASEL-Wisconsin Department of Public Instruction Research-Practice Partnership [Learning Series on Research-Practice Partnerships (RPPs). 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Tel: 312-784-3880; Fax: 312-784-3885; e-mail: info@casel.org; Web site: http://www.casel.org – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 17 – Name: DatePubCY Label: Publication Date Group: Date Data: 2020 – Name: SourceSuprt Label: Sponsoring Agency Group: SrcSuprt Data: Robert Wood Johnson Foundation – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Descriptive – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Social+Emotional+Learning%22">Social Emotional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22State+Departments+of+Education%22">State Departments of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Capacity+Building%22">Capacity Building</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Strategic+Planning%22">Strategic Planning</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Technical+Assistance%22">Technical Assistance</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Wisconsin%22">Wisconsin</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This brief is one in a five-part series in which the Collaborative for Academic, Social, and Emotional Learning (CASEL) documents insights from their efforts to understand how educators and researchers can build relationships that support a shared action research agenda around social and emotional learning (SEL). CASEL has developed three theories of action, guided by four focus areas that are scaled to their position within the system. Each theory of action provides a roadmap to systemic SEL implementation. This Research-Practice Partnership (RPP) series inquiry seeks to demonstrate the emerging coherence of CASEL's theories of action across the tiers of our education system and provide insights into where additional action and support are needed to foster equitable learning and development for children from diverse backgrounds. Specifically, they want to understand how actions within CASEL's State Theory of Action influence district and school actions. When states engage in the activities within the State Theory of Action, the assumption is that states are creating the conditions for districts and schools to implement systemic SEL. To begin exploring those assumptions in this RPP, CASEL and Wisconsin's Department of Public Instruction (DPI) co-constructed research questions to examine ways in which its resources, guidance, and professional learning promote systemic SEL. The insights presented here were co-constructed by CASEL with DPI staff. This RPP presents evidence supporting how a state education agency (SEA) can approach and lead SEL professional learning and the influence these sessions have on the perceptions and actions of district- and school-level educators that attended the professional learning. – Name: AbstractInfo Label: Abstractor Group: Ab Data: ERIC – Name: DateEntry Label: Entry Date Group: Date Data: 2021 – Name: AN Label: Accession Number Group: ID Data: ED614236 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED614236 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 17 Subjects: – SubjectFull: Social Emotional Learning Type: general – SubjectFull: Equal Education Type: general – SubjectFull: Partnerships in Education Type: general – SubjectFull: School Districts Type: general – SubjectFull: State Departments of Education Type: general – SubjectFull: Capacity Building Type: general – SubjectFull: Program Implementation Type: general – SubjectFull: Strategic Planning Type: general – SubjectFull: Educational Quality Type: general – SubjectFull: Technical Assistance Type: general – SubjectFull: Wisconsin Type: general Titles: – TitleFull: States Charging the Way to Support Systemic Social and Emotional Learning: State-Level Insights from the CASEL-Wisconsin Department of Public Instruction Research-Practice Partnership [Learning Series on Research-Practice Partnerships (RPPs). Brief 5] Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Collaborative for Academic, Social, and Emotional Learning (CASEL) – PersonEntity: Name: NameFull: Williams, Brittney V. – PersonEntity: Name: NameFull: Skoog-Hoffman, Ally – PersonEntity: Name: NameFull: Yoder, Nick – PersonEntity: Name: NameFull: Herman, Beth IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Type: published Y: 2020 Titles: – TitleFull: Collaborative for Academic, Social, and Emotional Learning Type: main |
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