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    USA educator perspectives regarding the nature and value of social and emotional learning

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    Date Issued
    2020
    Author(s)
    Solberg, Vernon
    Park, Chong M.
    Newman, Kate
    Blake, Mason
    Kim, Hayoung
    Ismail, Bushra
    Dai, Yanling
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    Permanent Link
    https://hdl.handle.net/2144/40488
    Version
    First author draft
    Citation (published version)
    Vernon Solberg, Chong M Park, Kate Newman, Mason Blake, Hayoung Kim, Bushra Ismail, Yanling Dai. "USA Educator Perspectives Regarding the Nature and Value of Social and Emotional Learning." 2019 Annual Conference of the International Association of Vocational and Educational Guidance. Bratislava, Slovakia, 2019-09-09 - 2019-09-12.
    Abstract
    This paper discusses the US educator perspectives regarding the nature and value of Social Emotional Learning (SEL) skills. This research is part of a larger study being conducted by 33 career development investigators from 15 countries. SEL skills are becoming increasingly critical to helping youth develop the competencies needed to become employable within the emergent 4th Industrial Revolution. Today’s youth must articulate how their competencies align to multiple career opportunities. They need relationship skills and social awareness to interact with different managers and work environments. Youth need self-management skills to advance in the workplace and engage in lifelong learning. For this study, educators were asked to provide written responses to a series of open-ended questions about their understanding of SEL, their perspective on SEL’s relevance to their own effectiveness as educators, and whether and how they perceive SEL as relevant to teaching in classroom settings. This paper will report on the results of how U.S. educators perceive the value and relevance of SEL. Using a modified grounded theory approach, responses from 40 educators were analyzed and 123 SEL themes emerged. The results will be discussed in relation to existing SEL and career readiness frameworks.
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