Social Learning Framework Research Articles

Protocol club: a social learning framework for the research delivery workforce.

'Protocol club' is a learning activity underpinned by social learning theory that is designed 'by the research delivery workforce, for the research delivery workforce'. A protocol club meets regularly to critique the feasibility and deliverability of publicly available study protocols. To describe a proof-of-concept protocol club aimed at addressing the training needs of a research delivery workforce at two NHS England trusts. The authors piloted their club with research delivery staff at the two trusts. This provided insights about group dynamics, communities of practice and confidentiality. From these results, the authors developed the framework, worksheets and other practical elements to operationalise the protocol club. A protocol club is a useful activity for practical learning. Protocol clubs can be embedded in research delivery practice as a potential framework.

Extended Learning beyond Physical Schools in Rural Contexts in Uganda; a Case of Kyotera District

The period of Covid -19 pandemic unlocked many lessons and opened up the need to benchmark various interventions in the social setup, more so, the means to manage social services like education. Education is a right enshrined in article 26 (1) of the 1948 United Nations Human rights Declaration, and the Constitution of the Republic of Uganda (1995), particularly articles 30, 34(2) and objective XVIII. Uganda’s Vision 2040 asserts that, the education curriculum, examination and instruction methods should always be revised to suit the proposed changes in the education system as well as being responsive to the global demands. The COVID-19 lockdown which took almost two years, introduced non-formal learning through use of internet, radios and televisions but these did not favor rural settings. In Uganda, 55.2 percent of households have radios, 7.2 percent own televisions while 19 percent can access internet with ease. Basing on participatory action design laid on the social learning framework the assumption is that data becomes information only when filtered through a theory of reality that common data is set on the policy environment, yielding diverse political strategies and holding distinct practical programs for implementation if interpreted through different value filters. This intriguing reality led us to visit 25 out of 30 Local Council (LC) one (1) Chairpersons in Kyotera and Kasaali Town Councils and found that each received one copy of learning materials which could be accessed through photocopying yet 10 percent of the beneficiaries could comply. To address the challenge and using these materials, we organized a total of 168 audio lessons for primary one to six; and senior one to three classes which we recorded and saved on memory sticks. We drew a timetable of three hours a day throughout a week and louder speakers were mounted in 11 most rural villages in Kyotera District to deliver lessons. Through interviews conducted on visit of at least one home from a village and from political leaders, testimonies showed that learning took place. Head teachers interviewed [4] also confirmed the same We concluded that through recorded audio lessons, content can well be delivered at any time. We recommend that; Governments, institutions, teachers and other facilitators, should adopt the model to extend learning to beyond classrooms with audio lessons for future use in learning and revisions. This can be through transmission of lessons on simple memory sticks and discs. Stakeholders at all levels of education should be encouraged to appreciate existence of pre- developed lessons and lectures which Amy not require internet connection by teachers -Government Organizations should use the model and fund extension of learning in rural villages in order to affirmatively have all learners supplement on learning obtained from classrooms

CEO self-transcendent values influence top managers’ socially responsible behaviors: from a social learning perspective

Purpose This study aims to explore the impact of chief executive officers’ (CEOs) values on the socially responsible behaviors (SRBs) of top management teams. Drawing from the social learning framework, it examines the mechanisms through which CEOs’ values shape SRBs within organizational leadership. Design/methodology/approach Using the hierarchical regression model, this study assesses direct effects, while the Monte Carlo method is used to evaluate indirect effects. The analysis is based on time-lagged data collected from 122 CEOs and 287 corresponding top managers from small- and medium-sized enterprises in China. Findings The results indicate a positive correlation between CEOs’ self-transcendent values and their own SRBs (i.e. doing-good and avoiding harm behavior). This, in turn, promotes top managers’ SRBs. Originality/value By highlighting the micro-foundations of corporate social responsibility, this study enriches the understanding of SRBs enhancement in management teams. It reveals the significance of CEO self-transcendent values as a precursor to SRBs and elucidates the learning processes involved.

A social context-aware graph-based multimodal attentive learning framework for disaster content classification during emergencies

In times of crisis, the prompt and precise classification of disaster-related information shared on social media platforms is of paramount importance for effective disaster response and public safety. During such critical events, people utilize social media as a medium for communication, sharing multimodal textual and visual content. However, due to the substantial influx of unfiltered and diverse data, humanitarian organizations face challenges in effectively leveraging this information. Numerous methods have been proposed for classifying disaster-related content, but these methods lack modeling users’ credibility, emotional context, and social interaction information, which is crucial for classification. In this context, we propose a method, CrisisSpot, that leverages a Graph-based Neural Network to comprehend intricate relationships between textual and visual modalities and Social Context Features to incorporate user-centric and content-centric information. We also propose Inverted Dual Embedded Attention, which captures both harmonious and contrary patterns present in the data to harness complex interactions and facilitate richer insights in multimodal data. We have developed a multimodal disaster dataset, TSEqD (Turkey-Syria Earthquake Dataset), which is a large annotated dataset for a single disaster event containing 10,352 data samples. Through extensive experimentation, CrisisSpot has demonstrated significant improvements, achieving an average gain of 9.45% and 5.01% in F1-score compared to the state-of-the-art methods on the publicly available CrisisMMD dataset and TSEqD dataset, respectively.

Social and Emotional Learning as Experienced by Students in Undergraduate General Chemistry Labs

Students can meticulously perform laboratory techniques and be proficient in writing lab reports yet report negative affective experiences within the chemistry teaching labs. This study addresses this contradiction by studying students’ experiences using a Social and Emotional Learning (SEL) framework to qualitatively and deductively analyze semi-structured student interviews (N=15). The interviews followed the students’ completion of introductory chemistry and focused on their experiences with the laboratories. What emerged from this analysis were the SEL competencies intertwining with all aspects of the teaching labs as students worked with their lab partners, peers, and teaching assistants. The labs provide a unique environment for students to apply their SEL skills, including effective relationship and self-management skills. Despite students using and relying on their SEL skills, they are not always supported in lab design, and this presents a barrier to student success and a positive learning experience associated with the teaching labs. Given this, there is a need to change chemistry laboratory teaching practices and curricula to emphasize support and learning outcomes related to SEL. These findings were used to implement changes to the first-year labs to support SEL competencies, such as designing and implementing a TA manual, providing students with tips for dividing lab procedures, and offering more resources including rubrics.

Social and Emotional Learning Interventions for Preadolescents and Adolescents: Assessing the Evidence Base.

The social and emotional learning (SEL) framework is widely recognized as being effective for developing social and emotional competencies among students of all ages. However, the evidence for specific intervention models with older student populations is less established. The objective of this systematic review was to rate the evidence supporting the effectiveness of SEL interventions aimed at improving mental health outcomes among preadolescents and adolescents. A search of major databases, gray literature, and evidence base registries was conducted to identify studies published from 2008 to 2022 that assessed the effects of SEL interventions on mental health outcomes among students ages 10-19 years. The authors rated the evidence for SEL interventions as high, moderate, or low based on established rating criteria. In total, 25 articles reporting on 17 original research studies were reviewed. Sixteen intervention models were assessed, with 11 resulting in improved mental health symptoms; however, no intervention was evaluated in a large enough number of studies to surpass a low evidence rating. Some studies reported cost benefits and high effectiveness of an intervention with students from diverse racial-ethnic or low socioeconomic backgrounds. SEL interventions can improve mental health outcomes among preadolescents and adolescents. Additional research is needed to strengthen the evidence base for specific intervention models.

Oregon’s K-12 transformative social and emotional learning framework and standard development

In 2021, Oregon's legislature passed House Bill 2166, which mandated that the Oregon Department of Education (ODE), in collaboration with the Early Learning Division and the Teacher Standards and Practices Commission (TSPC), develop K-12 Social and Emotional Learning (SEL) standards for students across the state. This manuscript highlights how Oregon used the Transformative SEL framework to guide their multi-phase process, which involved extensive input and collaboration from a diverse group of educators, policy makers, parents and students. This collaborative approach ensured that the standards reflected a wide range of perspectives and addressed the unique needs of various student populations. The manuscript discusses the challenges encountered in the process, such as resistance to change, resource allocation, and professional development needs. This work contributes to the growing body of research on SEL by providing a model for states and districts to develop and implement SEL standards that align with legislative mandates and educational equity goals.

Social-Emotional Development in the Summer Art Camp Setting.

Introduction Social-emotional development refers to the development of one's abilities to understand, regulate, and express emotions and to establish and maintain successful relationships with peers and adults. Education in the arts has been shown to promote learning these skills, but the relationship between social-emotional development and summer art camp has not been explored. Methods The objective of this study is to determine the potential for social-emotional development in a community-based art day camp. A qualitative thematic analysis of the art camp's curriculum was conducted and compared with current literature regarding opportunities for social-emotional development in arts education and summer camp settings. Results The summer art camp curriculum included practices known to facilitate social-emotional learning in school-aged children. The curriculum data themes identified were performance, art projects, and outdoor activities. All of these themes have been shown to facilitate social-emotional skill building and can be connected to the components of the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework. Conclusions Through the shown benefits of summer camp in combination with the benefits of in-school arts education, art camp provides the unique opportunity to practice self-expression, friend-making, and self-esteem building, all of which can contribute to mental well-being and academic success long-term.

Becoming Changemakers: How Social-Emotional Learning Can Enhance Civic Agency Development

To better prepare students for active and thoughtful participation in a democratic society, civic education should foster an array of civic competencies. Cultivating student civic agency—an under-studied civic competency—is of particular importance to equip students to authentically use their voice in their communities. But what does it look like to foster student civic agency in a classroom setting? This article leverages a social and emotional learning (SEL) framework to uncover the active curricular ingredients and educational mechanisms through which a student-led civics curriculum has fostered civic agency. In this multi-site case study, we analyze the implementation of an eighth grade student-led civics curriculum in a northeastern U.S. state. We outline how implicit SEL processes in these classrooms, stemming from a pedagogical focus on “changemakers,” supported development of civic agency. We found that the changemakers theme facilitated student exploration of their own civic identity and values, while prompting students to critically examine political power structures. Notably, the theme also helped students to develop a narrative of self as changemakers and to envision themselves actively engaged in civic spaces. This study adds insights to growing evidence on the multi-faceted benefits that civically-oriented SEL may offer to preparing young people to engage in democracy.

Examining the Intersection of Sociopolitical Development and Transformative Social and Emotional Learning Outcomes: An Integrated Approach in Youth Participatory Action Research

Young people need opportunities that support their well-being while enabling them to take meaningful action. There has been strong interest in youth participatory action research (YPAR) as a form of sociopolitical action for marginalized youth seeking to address inequities that undermine individual and community well-being. The rapid growth of the YPAR literature in the last decade has involved studies analyzing the impact of YPAR on dimensions of youth empowerment, sociopolitical development (SPD), and well-being. The relatively new framework of Transformative Social Emotional Learning (tSEL) is potentially fruitful in identifying relevant constructs, skills, and strategies to support well-being during the YPAR process. This article seeks to advance our integrative conceptualization and analysis of the impact of YPAR by (1) considering the overlapping and unique dimensions of SPD and tSEL: agency, belonging, collaborative problem solving, curiosity, identity, societal involvement, and worldview and social analysis; and (2) applying this integrative lens to the analysis of novel data from an updated systematic review of U.S. and international YPAR studies (2015–2022). We summarize youth outcomes reported in 25 studies to assess the evidence for YPAR as an approach for promoting youth SPD and tSEL outcomes, identifying limitations and next steps for advancing our understanding of these impacts.

An Initial Validation of Transformative Social and Emotional Learning (SEL) Competencies Scale Among Asian American Pacific Islander (AAPI) Teachers

Although transformative social and emotional learning (SEL) has been recognized as a compelling concept to advance SEL practices toward equitable outcomes for both students and adults in schools, psychometrically and theoretically sound measurement tools facilitating the implementation of transformative SEL practices are still lacking. To address this research gap, we conducted the initial validation of a teacher self-reflection scale initially developed by Collaborative for Academic, Social, and Emotional Learning (CASEL) to assess teachers’ perception of their social and emotional competencies in transformative SEL practices among a sample of 249 Asian American and Pacific Islander (AAPI) teachers in the U.S. Results of exploratory confirmatory factor analyses suggested that a 22-item version of the Transformative Social and Emotional Learning Competencies Scale (TSELCS-22) was best supported by a second-order model with one second-order factor of overall social and emotional competencies and five first-order factors. The measurement invariance test indicated that the factor structure of the current scale was consistent across genders. Correlation analyses showed that teachers’ self-reported social and emotional competencies based on TSELCS-22 generally had positive correlations with teachers’ subjective well-being. TSELCS-22’s practical implications in supporting the transformative SEL practices for AAPI teachers and teachers and students from other diverse backgrounds were discussed. Impact Statement This study is the first validation study of the Transformative Social-Emotional Learning Competencies Scale among Asian American and Pacific Islanders (AAPI) teachers. In alignment with CASEL’s transformative social and emotional learning (TSEL) framework, it provides the initial empirical evidence for a self-reported assessment tool to understand and support transformative SEL practices among teachers and to improve teacher well-being and workforce, particularly for those from racial/ethnic minoritized backgrounds.

Facilitating social learning through learning design

In the field of technology-enhanced learning design, the rise of Web 2.0 has been the filip needed to accelerate the emergence of socially-connected global learners. These highly social learners now use the web to engage with knowledge and skill development and as such, online education has moved irrevocably beyond simply the finding and sharing of information among learners. The higher education sector is responding to this learning landscape. This is particularly relevant to the massive open online courses (MOOCs) environment where there is the potential for thousands of participants to learn through multiple open source tools with minimum intervention from educators. This social learning perspective can present a challenge for some educators. In this paper we present a work-in-progress collaborative project designed to respond to the professional development of teaching academics newly engaged in designing and teaching from a social learning perspective. We, in a central learning and teaching unit, designed and developed a professional development (PD) course that sought to build the capacity of academics going through this change: they were about to teach on a MOOC platform. Our purpose was to model the social learning framework as a method of capacity-building, but we also aimed to distil authentic social learning for the academics themselves. This resulted in creating a community of practice among educators. Further research is required to measure the impact of this capacity-building course in order to further enhance the learning experiences of academics preparing to teach on a MOOC platform.

Social and emotional competencies of students with special educational needs in inclusive education

AbstractThe social and emotional development of students is one of the important goals of inclusive education. The aim of this paper is to provide a comprehensive understanding of the multidimensional social and emotional competencies of students with special educational needs (SEN), with a focus on identifying the areas in which they achieve the highest and lowest levels of proficiency. Furthermore, it will be investigated whether there are gender differences in the social and emotional competencies of students with SEN, and differences in comparison to students without SEN. This research is based on the CASEL conceptual framework of social and emotional learning. A random sample of teachers (N = 54) assess the social and emotional competencies of both students with SEN (N = 54) and students without SEN (N = 54) with Devereux Student Strengths Assessment (DESSA). Participants completed questionnaires online in spring of 2021. The results show that students with SEN exhibit the highest level of competence in relationship skills and optimistic thinking, whereas the lowest level of competence is found in goal‐directed behaviour and self‐management. There were no discernible gender differences observed in the social and emotional competences of students with SEN. Compared to students without SEN, they exhibit statistically significant lower levels of every social and emotional competency. The findings indicate the necessity of implementing interventions targeting goal‐directed behaviours and self‐management of students with SEN.

Stepping Back, Stepping Up, and Stepping Forward: Exploring One Teacher’s Evolving Approach to Teaching Social and Emotional Learning in High School Physical Education

Purpose: Utilizing social constructivist learning theory and a conceptual framework for Social and Emotional Learning (SEL), this self-study explores how I as a teacher-researcher intentionally evolved my approach to teaching SEL in a high school Physical Education setting. Method: Data were collected over twenty 75-min lessons over 15 weeks. One critical friend interview, 20 postteaching reflections, 18 observations, and 22 journal entries were conducted. A deductive and inductive approach utilizing the Miles, Huberman, and Saldana Framework for Qualitative Data Analysis was implemented. Results: Findings demonstrate how aligning my teaching with a contemporary framework led to a more explicit and intentional focus on SEL within my already utilized repertoire of pedagogies. Discussion/Conclusion: Incorporating self-study structure as a teacher-researcher led me to understand how I evolved and felt better equipped to teach for targeted SEL competencies and skills to further compliment the teaching of core Physical Education content.

Bridging the SEL CASEL Framework with European educational policies and assessment approaches

The importance of enhancing social and emotional skills in educational settings has gained prominence, with many countries and organizations embracing the Social and Emotional Learning (SEL) framework to equip individuals with the tools needed for shaping a self-identity, emotional regulation, goal achievement, empathy, nurturing relationships, and responsible decision-making and overall well-being. In this paper, we aim to connect the globally acknowledged Collaborative for Academic, Social, and Emotional Learning SEL framework with international policies that underscore the importance of social and emotional skills in the school context. To accomplish this goal, we first provide a brief overview of the key components of the SEL framework. Subsequently, we explore two significant educational policies within the European context. The first policy is the World Health Organization Health Promoting Schools initiative. We present its objectives, a WHO-affiliated program example, the promoted and assessed competencies of students, and its results, connecting its framework with the CASEL SEL approach. The second focus is the Organisation for Economic Co-operation and Development Study on Social and Emotional Skills, describing its developmental process and the assessment framework. Finally, we describe the alignment of SEL with these European educational policies and illustrate their role in advancing and improving the evaluation of SEL initiatives in educational environments.

“It’s a Long Way from Here”: Mapping Rural-Serving Community College Educators’ Work Across Landscapes of Practice

ABSTRACT Rural-serving community colleges (RSCCs) play vital roles in their communities yet often struggle to facilitate student transfer to further education, especially in STEM fields. This mixed methods study explored how rural STEM educators leverage relationships to support transfer. Social network analysis of focus groups with 36 educators at five rural colleges revealed interconnected webs of statewide ties. Network maps illuminated diverse connections bridged to expand possibilities, though each college manifested unique relational patterns. The structural analysis identified dynamics like strained administration ties and program silos contributing to isolation. Highly networked “systems conveners” modeled boundary-crossing, forming expansive links to resources. These findings align with social learning and ecological systems frameworks situating learning within complex environments. Fostering inclusive educator networks through targeted funding, communication, consortiums, and spotlighting systems thinkers may strengthen ties and mitigate barriers. This study directs nurturing networked ecosystems to empower equity in rural STEM education.

Parents’ perspectives on adolescent social emotional learning: an explorative qualitative study amongst parents of students in prevocational secondary education

PurposeWorldwide, schools implement social-emotional learning programs to enhance students' social-emotional skills. Although parents play an essential role in teaching these skills, knowledge about their perspectives on social-emotional learning is limited. In providing insight into the perspectives of parents from adolescent students this paper adds to this knowledge.Design/methodology/approachAn explorative qualitative study was conducted to gain insight into parents' perspectives (N = 32) on adolescent social-emotional learning. A broadly used professional framework for social emotional learning was used as a frame of reference in interviews with parents from diverse backgrounds. Within and across case analyses were applied to analyze the interviews.FindingsA conceptual model of four social-emotional skills constructs considered crucial learning by parents emerged from the data: respectful behavior, cooperation, self-knowledge and self-reliance. Parents' language, interpretations and orderings of skills indicate that the model underlying these constructs differs from skills embedded in the professional framework.Research limitations/implicationsParticipants were small in number and mainly female. Therefore, more research is necessary to test the model in other parent populations.Practical implicationsThe social-emotional skills students in prevocational secondary education learn at home differ from those targeted in SEL programs. Engaging students’ parents in SEL program implementation is indicated to align the skills taught at home and school. Preparing teachers to implement such programs requires training them on engaging parents from diverse backgrounds.Originality/valueThe study is one of the first providing insight into parents’ perspectives on SEL, the social-emotional skills deemed crucial to master for adolescents, and the roles they view for themselves and school on teaching these skills.

Student participation in teachers’ action research: teachers’ and students’ engagement in social learning

ABSTRACT In the literature on professional learning communities, students are rarely considered participants. Research indicates that student participation is primarily designated as a ‘data source’, with students having limited involvement in decision making. However, some studies suggest that an agentic approach to teachers’ professional development (such as action research) may foster student agency. This article aims at deepening the knowledge of student participation in teachers’ action research. Drawing on data from 14 teachers’ action research in a Swedish upper secondary school, the findings show that student participation occurs most in the data collection phase, intended to obtain students’ experiences with classroom interventions. Employing a social learning framework, the extent of student participation is suggested as involving issues of accountability and teachers’ prior learning experiences. This article argues that while teachers are responsible for both the classroom instruction and the development work, viewing students as partners in social learning offers opportunities for increased student participation in the development of classroom practices.

A Generalized Framework for Social Learning Over State-Dependent Networks

A Generalized Framework for Social Learning Over State-Dependent Networks

Social influences on alcohol outcome expectancy development from childhood to young adulthood: A narrative review.

Alcohol outcome expectancies emerge in early childhood, develop throughout adolescence, and predict alcohol outcomes well into adulthood. Social factors shape how expectancies are learned in myriad ways, yet such social learning influences seldom are examined in the context of developmental factors. This review summarized literature on the social origins of alcohol expectancies through vicarious (observational) and experiential (direct) alcohol-related learning from childhood to young adulthood within a social learning framework. Young children primarily endorse negative expectancies, which decline rapidly with age amidst escalations in positive expectancies across adolescence. Parents and peers can contribute to vicarious learning about alcohol and facilitate experiential learning in different ways and to varying degrees across development. Media and social media, which children are increasingly exposed to as they mature, often depict alcohol-outcome relations that may further contribute to expectancy development in later adolescence and young adulthood. Social influences on alcohol expectancy learning are complex and change over time, although this dynamic complexity typically is not depicted in extant literature. Developmentally-informed research capturing co-occurring shifts in social influences and alcohol expectancies is needed.