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Emergent Bilingual High School Students' Social and Emotional Experiences
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Vera, Elizabeth; Heineke, Amy; Daskalova, Plamena; Schultes, Anna K.; Pantoja-Patiño, Juan; Duncan, Britt; Yanuaria, Chelsea; Furtado, Claire – Psychology in the Schools, 2021
High school students labeled as English learners, referred to in this article as emergent bilinguals, participated in a mixed-methods study of their social and emotional well-being. Relationships with school personnel, peer relations, and involvement in support activities were connected to well-being while experiences of microaggressions from…
Descriptors: High School Students, English Language Learners, Bilingual Students, Well Being
"Whoa… Welcome to America!": Supporting Refugee Background Students' Socioemotional Well-Being, English Language Development, and Content Area Learning
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Newcomer, Sarah N.; Ardasheva, Yuliya; Morrison, Judith A.; Ernst-Slavit, Gisela; Morrison, Steven J.; Carbonneau, Kira J.; Lightner, Lindsay K. – Journal of Research in Childhood Education, 2021
In this qualitative case study, we draw from a larger, federally funded, multiyear study focused on preparing teachers to work with English language learners, which includes an increasing population of refugee background students. We report on the experiences and perspectives of two experienced upper elementary teachers teaching in a magnet school…
Descriptors: Refugees, English Language Learners, Well Being, Social Development
High School Teachers' Descriptions of Restorative Justice Practices as an Influence on Hispanic Student Behavior: A Qualitative Single Case Study
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Gomez, Jennifer C.; Tennial, Derrick M. – Journal on Educational Psychology, 2021
Restorative justice is a non-punitive form of discipline and is applied in educational settings to address discipline disparities. This qualitative descriptive single case study explored how high school teachers describe restorative justice practices as an influence on the behavior of Hispanic students in an urban high school in Iowa. Data were…
Descriptors: High School Teachers, High School Students, Hispanic American Students, Student Behavior
Social and Emotional Skills of 10-Year-Old Students in the Houston Independent School District
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Yin, Ming; Heard, Holly E.; Szabo, Julia; Ankoor, Nehemiah – Houston Education Research Consortium, 2021
In the fall of 2019, 3,355 10-year-old students in the Houston Independent School District (HISD) students participated in the Study on Social and Emotional Skills (SSES), part of an international effort led by the Organization for Economic Cooperation and Development (OECD), with Houston serving as the only U.S. site. This report provides a…
Descriptors: Social Emotional Learning, Social Development, Emotional Development, Skill Development
Development of an Implementation and Evaluation Plan for Strong Teens, a Social and Emotional Learning Curriculum
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Ross, Tajara Dovie – ProQuest LLC, 2012
Recent research on social emotional learning (SEL) curricula has shown that implementing SEL instruction within the classroom is a qualified evidenced-based intervention to help students develop fundamental skills for success in life. SEL curricula help teach students essential skills such as recognizing and managing emotions, developing caring…
Descriptors: Social Development, Emotional Development, Teaching Methods, Intervention
The Head Start Child Development and Early Learning Framework: Promoting Positive Outcomes in Early Childhood Programs Serving Children 3-5 Years Old
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Office of Head Start, US Department of Health and Human Services, 2010
This report presents a revision of the Head Start Child Outcomes Framework (2000), renamed The Head Start Child Development and Learning Framework: Promoting Positive Outcomes in Early Childhood Programs Serving Children 3-5 Years Old. The Framework outlines the essential areas of development and learning that are to be used by Head Start programs…
Descriptors: Federal Programs, Early Childhood Education, Preschool Children, Disadvantaged Youth