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'I Would Add': Educational Leaders' Understanding of SEL during a Statewide Community of Practice

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Title: 'I Would Add': Educational Leaders' Understanding of SEL during a Statewide Community of Practice
Language: English
Authors: Nehal Eldeeb (ORCID 0000-0002-7676-984X), Addison M. Duane (ORCID 0000-0002-0105-1235), Jenna E. Greenstein (ORCID 0000-0003-3549-4277), Alejandro Nuñez (ORCID 0000-0001-6390-1365), Juyeon Lee (ORCID 0000-0002-3304-5139), Tiffany M. Jones, CalHOPE Research Committee, Valerie B. Shapiro (ORCID 0000-0003-4493-8829)
Source: Educational Administration Quarterly. 2025 61(4):701-738.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 38
Publication Date: 2025
Sponsoring Agency: Federal Emergency Management Agency (FEMA)
Substance Abuse and Mental Health Services Administration (SAMHSA) (DHHS/PHS)
Document Type: Journal Articles
Reports - Research
Descriptors: Social Emotional Learning, Communities of Practice, Leadership, Definitions, Administrators, Administrator Attitudes
Geographic Terms: California
DOI: 10.1177/0013161X251350455
ISSN: 0013-161X
1552-3519
Abstract: Purpose: Specific social and emotional learning (SEL) programs have been found to promote a myriad of positive outcomes, but definitions of the broader concept of SEL are varied in its practice and scholarly usage. It is unclear whether recent conceptual expansions of SEL to include Systemic and Transformative approaches shape the understanding of SEL among educational leaders. Communities of Practice (CPs) may serve as a dynamic knowledge source for revealing and shifting educator understanding of SEL. Thus, in the present study we asked: (1) How do educational leaders define SEL?; and (2) In what ways did definitions of SEL evolve over the course of CPs? Methods: We analyzed open-ended survey responses from educational leaders at county offices of education (N=46; 76% White, 65% women) at two time points. At Time 1, leaders defined SEL. After six monthly statewide SEL CPs, they were given the opportunity to update their definition. To analyze the data, we engaged in reflexive thematic analysis. Findings: At Time 1, educational leaders emphasized popularized competency-based SEL definitions, emphasized skills rather than systems, and described SEL as an individualistic rather than a civic intervention. At Time 2, many educational leaders shifted their definitions towards more systemic thinking and included more elements of equity. Implications: Exploring educational leaders' definitions of SEL, and any shifts, may inform approaches to building the capacity of educational leaders to provide SEL implementation support and using CPs for spreading and shaping the ideas of Systemic SEL and Transformative SEL.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1482666
Database: ERIC
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  Data: 'I Would Add': Educational Leaders' Understanding of SEL during a Statewide Community of Practice
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  Data: <searchLink fieldCode="AR" term="%22Nehal+Eldeeb%22">Nehal Eldeeb</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7676-984X">0000-0002-7676-984X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Addison+M%2E+Duane%22">Addison M. Duane</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0105-1235">0000-0002-0105-1235</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jenna+E%2E+Greenstein%22">Jenna E. Greenstein</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3549-4277">0000-0003-3549-4277</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alejandro+Nuñez%22">Alejandro Nuñez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6390-1365">0000-0001-6390-1365</externalLink>)<br /><searchLink fieldCode="AR" term="%22Juyeon+Lee%22">Juyeon Lee</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3304-5139">0000-0002-3304-5139</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tiffany+M%2E+Jones%22">Tiffany M. Jones</searchLink><br /><searchLink fieldCode="AR" term="%22CalHOPE+Research+Committee%22">CalHOPE Research Committee</searchLink><br /><searchLink fieldCode="AR" term="%22Valerie+B%2E+Shapiro%22">Valerie B. Shapiro</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4493-8829">0000-0003-4493-8829</externalLink>)
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 2025
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  Data: Federal Emergency Management Agency (FEMA)<br />Substance Abuse and Mental Health Services Administration (SAMHSA) (DHHS/PHS)
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  Data: <searchLink fieldCode="DE" term="%22Social+Emotional+Learning%22">Social Emotional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership%22">Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Definitions%22">Definitions</searchLink><br /><searchLink fieldCode="DE" term="%22Administrators%22">Administrators</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink>
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  Data: 10.1177/0013161X251350455
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  Data: 0013-161X<br />1552-3519
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  Data: Purpose: Specific social and emotional learning (SEL) programs have been found to promote a myriad of positive outcomes, but definitions of the broader concept of SEL are varied in its practice and scholarly usage. It is unclear whether recent conceptual expansions of SEL to include Systemic and Transformative approaches shape the understanding of SEL among educational leaders. Communities of Practice (CPs) may serve as a dynamic knowledge source for revealing and shifting educator understanding of SEL. Thus, in the present study we asked: (1) How do educational leaders define SEL?; and (2) In what ways did definitions of SEL evolve over the course of CPs? Methods: We analyzed open-ended survey responses from educational leaders at county offices of education (N=46; 76% White, 65% women) at two time points. At Time 1, leaders defined SEL. After six monthly statewide SEL CPs, they were given the opportunity to update their definition. To analyze the data, we engaged in reflexive thematic analysis. Findings: At Time 1, educational leaders emphasized popularized competency-based SEL definitions, emphasized skills rather than systems, and described SEL as an individualistic rather than a civic intervention. At Time 2, many educational leaders shifted their definitions towards more systemic thinking and included more elements of equity. Implications: Exploring educational leaders' definitions of SEL, and any shifts, may inform approaches to building the capacity of educational leaders to provide SEL implementation support and using CPs for spreading and shaping the ideas of Systemic SEL and Transformative SEL.
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      – SubjectFull: Communities of Practice
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