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dc.contributor.authorSolberg, Vernonen_US
dc.contributor.authorPark, Chong M.en_US
dc.contributor.authorNewman, Kateen_US
dc.contributor.authorBlake, Masonen_US
dc.contributor.authorKim, Hayoungen_US
dc.contributor.authorIsmail, Bushraen_US
dc.contributor.authorDai, Yanlingen_US
dc.coverage.spatialBratislava, Slovakiaen_US
dc.date.accessioned2020-04-30T18:25:37Z
dc.date.available2020-04-30T18:25:37Z
dc.date.issued2020
dc.identifier.citationVernon 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.
dc.identifier.urihttps://hdl.handle.net/2144/40488
dc.description.abstractThis 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.en_US
dc.language.isoen_US
dc.subject4th industrial revolutionen_US
dc.subjectCareer developmenten_US
dc.subjectSchool redesignen_US
dc.subjectSocial emotional learningen_US
dc.titleUSA educator perspectives regarding the nature and value of social and emotional learningen_US
dc.typeConference materialsen_US
dc.description.versionFirst author draften_US
pubs.elements-sourcemanual-entryen_US
pubs.notesEmbargo: No embargoen_US
pubs.organisational-groupBoston Universityen_US
pubs.organisational-groupBoston University, Wheelock College of Education & Human Developmenten_US
pubs.publication-statusSubmitteden_US
dc.identifier.mycv527406


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