Findings From a Scoping Review of Social-Emotional Learning, Culturally Responsive Teaching, and Reading

• In Event: AERA Roundtable Session Sunday 1:30 pm Four Seasons Ballroom 1
  In Roundtable Session: Synthesizing Multiple Critical Perspectives on Teaching (Table 13)

Abstract

Social-emotional learning (SEL) and culturally responsive teaching (CRT) practices are well-established frameworks that are intended to improve students’ academic learning and general well-being. We conducted a scoping review of the extant literature that combines reading, SEL, and CRT to gain insight into how scholars have positioned these three conceptually aligned constructs. Twelve articles met the inclusion criteria, highlighting the limited scholarly work incorporating all three constructs. Gaps in knowledge, including an integrated conceptualization of how reading, SEL, and CRT work together and a lack of construct measurement to ascertain if and how reading is supported through the application of SEL and CRT will be discussed, along with implications and recommendations for future research.

Authors

• Sarah K. Ura, Clemson University

• Sarah E. Jerasa, Clemson University

• Lydia Beahm, Clemson University