Abstract
The focus of the international catalogue is to give a comprehensive overview of the selected international programmes for the development of SEI competencies.
The first part of the international catalogue is comprised of research and review papers on students’ social and emotional competencies, whereas the second part refers to intercultural competence. The review of social-emotional competencies includes a meta-analysis of school-based universal interventions, a report for CASEL on how social and emotional learning can empower children and transform schools from a teacher perspective, and a paper that is focused on identifying and overcoming difficulties in the implementation of social and emotional learning programmes (SEL programmes). Some of the papers examine the effectiveness of the intervention programmes for social and emotional learning, such as PATHS (Promoting Alternative Thinking Strategies), YCDI (You Can Do It!), Early Childhood Education Programme, and Strong Kids and Strong Teens, all of which have shown improvement in children’s social and emotional competencies. In addition, one paper provided a critical perspective on trends in social and emotional learning. With regard to students' intercultural competencies, the catalogue provides an overview of relevant programmes implemented at the pre-tertiary level of education, as well as findings from review papers. The reviewed programmes refer to various theoretical lenses, including Allport's contact theory (1954), Banks' (2004) five dimensions of multicultural education or Deardorff's (2006) and Byram, Nichols, and Stevens' (2001) models of intercultural competence. The intervention programmes, which generally had a quasi-experimental design with experimental and control groups, relied on different methods, such as cooperative learning techniques, teacher tutoring action plans or curriculum adaptation. Specific programme aims included development of students' attitudes of respect towards different ethnic/cultural groups, construction of a harmonious multicultural school environment, prejudice reduction and detection of biases, stereotypes, and egocentric attitudes. For the most part, students’ intercultural competence and understanding benefited from the examined intervention programmes in line with the existing reviews of school-based approaches.
Methodology:
a.Literature search based on keywords in relevant international databases, such as EBSCO, APA, Academic Search Premier: social-emotional competencies, social and emotional learning, intercultural competence etc.
b.Only papers focused on programmes aimed at developing SEI competence in students were included
The international catalogue consists of the following information:
a.Author/Year/Title of the paper
b.Theoretical framework/definitions of competencies
c.Dimensions of competencies
d.Programme (Teachers/students/school)
e.Questionnaire
f.Policy
g.Evaluation
The first part of the international catalogue is comprised of research and review papers on students’ social and emotional competencies, whereas the second part refers to intercultural competence. The review of social-emotional competencies includes a meta-analysis of school-based universal interventions, a report for CASEL on how social and emotional learning can empower children and transform schools from a teacher perspective, and a paper that is focused on identifying and overcoming difficulties in the implementation of social and emotional learning programmes (SEL programmes). Some of the papers examine the effectiveness of the intervention programmes for social and emotional learning, such as PATHS (Promoting Alternative Thinking Strategies), YCDI (You Can Do It!), Early Childhood Education Programme, and Strong Kids and Strong Teens, all of which have shown improvement in children’s social and emotional competencies. In addition, one paper provided a critical perspective on trends in social and emotional learning. With regard to students' intercultural competencies, the catalogue provides an overview of relevant programmes implemented at the pre-tertiary level of education, as well as findings from review papers. The reviewed programmes refer to various theoretical lenses, including Allport's contact theory (1954), Banks' (2004) five dimensions of multicultural education or Deardorff's (2006) and Byram, Nichols, and Stevens' (2001) models of intercultural competence. The intervention programmes, which generally had a quasi-experimental design with experimental and control groups, relied on different methods, such as cooperative learning techniques, teacher tutoring action plans or curriculum adaptation. Specific programme aims included development of students' attitudes of respect towards different ethnic/cultural groups, construction of a harmonious multicultural school environment, prejudice reduction and detection of biases, stereotypes, and egocentric attitudes. For the most part, students’ intercultural competence and understanding benefited from the examined intervention programmes in line with the existing reviews of school-based approaches.
Methodology:
a.Literature search based on keywords in relevant international databases, such as EBSCO, APA, Academic Search Premier: social-emotional competencies, social and emotional learning, intercultural competence etc.
b.Only papers focused on programmes aimed at developing SEI competence in students were included
The international catalogue consists of the following information:
a.Author/Year/Title of the paper
b.Theoretical framework/definitions of competencies
c.Dimensions of competencies
d.Programme (Teachers/students/school)
e.Questionnaire
f.Policy
g.Evaluation
| Originalsprog | Engelsk |
|---|
| Antal sider | 72 |
|---|---|
| Status | Udgivet - 2017 |
Emneord
- Læring, pædagogik og undervisning