Taking Collective Responsibility for the Social-Emotional Learning (SEL) of Adolescents Through Classroom-Embedded, Collaboratively Developed SEL Measures

Session Type: Symposium

Abstract

There is a growing consensus that the needs of the whole child should be prioritized as a foundation for students’ academic success and overall well-being. This symposium examines the stories of three school teams involving school stakeholders and researchers to develop, pilot, and evaluate the quality of classroom-embedded, collaboratively-developed measures of social-emotional learning (SEL). We present on the nature of the collaborations, how we jointly engaged in evidence-based reflections on the results of piloting, including their impacts on the learning of students and educators, the practicality and sustainability of the measures, and the design principles that emerged from the research. In addition, we examine the relationships among learning environments, and language and SEL development.

Sub Unit

• Division H - Research, Evaluation and Assessment in Schools / Division H - Section 3: Assessment in Schools

Chair

• Raymond Lee Pecheone, Stanford University

Papers

• Empowering Middle School Students to Exercise and Demonstrate Agency in Authentic Social Contexts - Laura Gutmann, Stanford University; Indrawati Liauw, Stanford University

• "Buddies" and "Worthy Witnessing" in Educational Research: Creating Community Through a Social and Emotional Learning Measure - Paolo Martin, Uniformed Services University of the Health Sciences; Vinci Daro, Envision Learning Partners

• Developing Classroom-Based Measures in the Service of Authentic Social-Emotional Learning - Ruth Chung Wei, Envision Education

• Where Social-Emotional Learning Meets Language Learning - Victoria Melgarejo, Stanford University

Discussant

• Camille A. Farrington, University of Chicago