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1

Teachers’ Understanding of Evidence of Students’ Social Emotional Learning and Self-Reported Gains of Monitored Implementation of SEL Toolkit

100%

Martinsone B., Ferreira M., Talić S.

Journal of Education Culture and Society

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2020

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vol. 11

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issue 2

157-170

EN

Aim. The aim of this study was to highlight and analyse teachers’ responses to the evidence of their students’ social emotional growth and teachers’ own gains from the monitored implementation of social emotional learning in their classes. Methods. The research group was composed of 312 teachers from Latvia and Slovenia, who were involved in the implementation of indirect social emotional learning through classroom instruction and formative assessment. A thematic analysis of the teachers’ written responses was performed. Results. A thematic analysis of the teachers’ responses indicated that initially they had mentioned mostly (expressed) general statements and only some small part of their responses included observable and measurable indicators of students’ social emotional skills improvement. Therefore, four months after the beginning of the intervention, teachers reported rather on their personal and professional gains from the participation in this intervention than provided general statements. Conclusions. The teachers’ improved self-reflection is a premise for them to consider evidence of students’ social emotional skills development thus facilitating purposeful social emotional learning in schools.

2

Social Emotional Learning: Implementation of Sustainability-Oriented Program in Latvia

88%

Martinsone B.

Journal of Teacher Education for Sustainability

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2016

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vol. 18

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issue 1

57-68

EN

This article is focused on the description of the content and the implementation process of an originally developed, culturally appropriate and sustainable social and emotional learning program in Latvia. The article also includes the teachers’ self-reflected experience illustrated through the perspective of the program’s sample activities. The general goal of the program is to develop the emotional and social competencies of pupils, and at the same time to introduce to schoolteachers the principles necessary for combining academic and social emotional learning. As a preventive approach this program is aimed at all ages of pupils (from primary forms to secondary grades). During the school years 2012/ 13 and 2013/14 the social emotional learning program was introduced in 39 schools in Latvia (a total of 12 699 pupils). The participants implementing the program were 630 classroom teachers (614 female and 16 male with the mean age 45.04 years). As a result of the program implementation, social and emotional learning principles became a common approach for the entire school; the teachers became well versed on social emotional issues and received materials for conducting class lessons at each level; regular teacher supervisions were provided; regional supervisors were trained to sustain the pedagogical practice.

3

Podstawa programowa do języka polskiego z perspektywy rozwoju psychologicznego

75%

Rycielski P.

Polonistyka. Innowacje

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2022

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issue 15

163-168

EN

The paper is a basic review of new curriculum proposed for teaching polish language and literature in public elementary and secondary schools in Poland (K-12). The review of proposed curriculum is prepared according to basic concepts of developmental psychology (Piaget, Erikson, Kohlberg) and with respect to Skills for 2030 OECD project.

PL

Artykuł stanowi recenzję proponowanej podstawy programowej języka polskiego kierowanej do szkół podstawowych i ponadpodstawowych w polskim systemie edukacji. Przegląd podstawy programowej języka polskiego został przygotowany w oparciu o kluczowe koncepcje psychologii rozwojowej (Piaget, Erikson, Kohlberg) i w odniesieniu do projektu Skills for 2030 autorstwa OECD.

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1 Journal of Education Culture and Society

1 Journal of Teacher Education for Sustainability

1 Polonistyka. Innowacje

2 Martinsone B.

1 Ferreira M.

1 Rycielski P.

1 Talić S.

1 2022

1 2020

1 2016

Teachers’ Understanding of Evidence of Students’ Social Emotional Learning and Self-Reported Gains of Monitored Implementation of SEL Toolkit

Social Emotional Learning: Implementation of Sustainability-Oriented Program in Latvia

Podstawa programowa do języka polskiego z perspektywy rozwoju psychologicznego