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Supporting Teachers With Social and Emotional Learning (Table 41)
Thu, April 11, 10:50am to 12:20pm, Pennsylvania Convention Center, Floor: Level 200, Exhibit Hall BSession Type: Roundtable Session
Sub Unit
Chair
Papers
Teachers’ Scaffolding and Its Potential to Support Social-Emotional Skills in a Collaborative Learning Context - Sisilia Novena Kusumaningsih, University of Montana - Missoula; Jingjing Sun, University of Montana
A Qualitative Examination of How Teachers Adapt Social and Emotional Learning Programs - Joshua Lovett, University of Illinois Chicago; Kimberly A. Schonert-Reichl, University of Illinois at Chicago; Molly Stewart Lawlor, University of British Columbia; Kate Zinsser, University of Illinois at Chicago
How We Teach SEL (Social and Emotional Learning) Matters: Considering the Pedagogies of SEL Framework to Improve SEL - Almut K. Zieher, Yale University; Christina Cipriano, Yale University; Craig S. Bailey, Yale University; Michael Strambler, Yale School of Medicine
Longitudinal Effects of Teacher-Perceived School Organizational Support on Student Social-Emotional Competencies - Maedeh Golshirazi, San Francisco Unified School District
The Influence of Principals' Emotional Intelligence on Teachers' School Climate, Commitment, and SEL (Social and Emotional Learning) Curriculum Beliefs - Stella Jackman-Ryan, North Carolina State University; Tiara A. Griffis, North Carolina State University