Social and Emotional Learning in Graduate Education: A Transformative Action Research Approach

• In Event: Social and Emotional Learning in Teacher Education Programs

Abstract

Twenty-first century academic models of learning for acquiring skills, attributes, and knowledge in social and emotional literacy have been relatively absent in higher education (Binkley et al., 2012). While the integration of SEL into educator preparation programs (EPPs) has been on the rise (Schonert-Reichl et al., 2017, Katz et al., 2020), there are only a few institutions that offer graduate degree programs for educators that are exclusively focused on SEL.
In 2020, a Master of Arts in Social and Emotional Learning was launched at a private non-profit university. All program and course learning outcomes are aligned with the CASEL competencies and explicitly address SEL skills (Appendix B). One unique attribute of the program is that all graduates complete an Action Research Capstone which exemplifies research-based evidence of applied SEL in an educational setting.

The purpose of this “bounded” case study (Creswell, 2002) is to highlight the findings from graduate students’ SEL Action Research projects and the impact the projects had on the students who conducted them. The researcher will share brief summaries of four action research studies, focusing on the studies’ findings and sharing connections to SEL competencies.
Theory of Action
When graduate students are engaged in practitioner inquiry, research is more meaningful and creates authentic connections. When educators assess and apply their study’s findings this helps to make direct and immediate changes to their practices (Efron & Ravid, 2019). Students examine and formulate a four stage Action Research Plan that addresses Transformative Social Emotional Learning: 1) Clarifying vision and targets, 2) Articulating theory, 3) Implementing action and collecting data, 4) Reflecting on data and planning informed action. (Sagor & Williams, 2016)
Four Case Summary
1. The Impact of Connectedness in a Preschool Classroom: Building Teacher-Child Relationships (Aldaya, 2022, May) This study examined classroom strategies that assisted educators build strong relationships within their class. Evidence showed that a safe, loving relationship builds resiliency, self-esteem, and helps children build positive relationships.
2. Developing Emotional Vocabulary and Self-Regulation Through Morning Meetings. (Gerber, 2022, May) The findings show that not only did explicit vocabulary instruction help students name their emotions, but it also enabled them to better explain why they felt that emotion and then choose strategies to regulate their emotions as needed.
3. Impacting Student Self-Awareness Through Emotional Literacy Intervention (Cones, 2022, May)
This research suggests that explicit instruction in emotional vocabulary and self-awareness has a positive impact on fourth-grade students’ ability to reflect meaningfully and to formulate connections between emotions and the events and interactions eliciting those emotions.
4. Social-Emotional Learning and Culturally Responsive Teaching in the Middle School Science Classroom (Perez, 2022, May)
When culturally responsive approaches are used to validate student backgrounds, challenge unjust systems, and overcome deficit perspectives of their abilities (Lee & Buxton, 2010) students can succeed academically and socially.
Results
Results indicated a high level of transformative teaching practices that exemplify social and emotional learning competencies. Through completing their Action Research studies, candidates demonstrated their depth of SEL literacy and knowledge in teaching and in learning.

Author

• Cynthia M. Sistek, National University
  Presenting Author