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Lobczowski, Nikki G. – Educational Psychologist, 2020
Collaboration is an important lifelong and career skill, and collaborative learning is a growing pedagogical practice. Students often struggle, however, to negotiate, manage conflict, and construct knowledge with other group members. These struggles can lead to negative interactions, resulting in negative emotions. Students in collaborative…
Descriptors: Cooperation, Cooperative Learning, Emotional Response, Self Control
Tabak, Iris – Educational Psychologist, 2020
It would be easier to navigate our information world if we had a navigational system to guide us. Absent such a system, the authors of the five articles in this special issue propose different ways to help learners engage with scientific information, in light of the post-truth condition. I suggest that the contribution of these articles lies in…
Descriptors: Science Education, Science and Society, Role of Education, Beliefs
Duschl, Richard A. – Educational Psychologist, 2020
Knowledge building dynamics are central to scientific communities and involve dialog, debate, inquiry, and contested reasoning. Refining and developing knowledge is an oft missing dynamic in precollege educational programs. Practical reasoning and human decision making are essential epistemic and social dynamics in knowledge-building struggles and…
Descriptors: Decision Making, Social Systems, Scientific Research, Science Education
Slavin, Robert E. – Educational Psychologist, 2020
Evidence-based reform in education refers to policies that enable or encourage the use of programs and practices proven to be effective in rigorous research. This article discusses the increasing role of evidence in educational policy, rapid growth in availability of proven approaches, and development of reviews of research to summarize the…
Descriptors: Evidence Based Practice, Educational Change, Educational Research, Educational Practices
Farmer, Thomas W. – Educational Psychologist, 2020
Although advances have been made in educational research, broad discrepancies continue in the educational experiences and outcomes of subgroups of youth. Research that focus on "what works" and tiered-models of evidence-based practices may not be well suited for tailoring interventions to support diverse learners. Building from dynamic…
Descriptors: Educational Change, Educational Research, Culturally Relevant Education, Ecology
Serpell, Zewelanji N. – Educational Psychologist, 2020
There is an ongoing debate about how best to infuse "evidence" into school evaluation and reform efforts, and what role education researchers can play in this effort. A lot of support has been garnered for evidence-based reform or policies that place a premium on practices that have been proven effective using rigorous research methods;…
Descriptors: Public Policy, Educational Policy, Educational Change, Evidence Based Practice
Galuschka, Katharina; Görgen, Ruth; Kalmar, Julia; Haberstroh, Stefan; Schmalz, Xenia; Schulte-Körne, Gerd – Educational Psychologist, 2020
This systematic review and meta-analysis investigated the efficacy of spelling interventions for the remediation of dyslexia and spelling deficits. Theoretically important moderators, such as the treatment approach as well as orthographic and sample characteristics, were also considered. Thirty-four controlled trials that evaluated spelling…
Descriptors: Spelling, Intervention, Dyslexia, Children
McKown, Clark – Educational Psychologist, 2019
Interest in school-based strategies to support student social and emotional learning (SEL) is strong. Although SEL policies and programs designed to support the development of student competencies have advanced significantly, less work has been done to develop methods of assessing student social and emotional competence. This article briefly…
Descriptors: Social Development, Emotional Development, Interpersonal Competence, Faculty Development
Jones, Stephanie M.; McGarrah, Michael W.; Kahn, Jennifer – Educational Psychologist, 2019
Decades of research and practice in social and emotional development have left us with a body of knowledge that tells us that (1) social, emotional, and cognitive development are intertwined in the brain and in behavior and influence school and life outcomes; (2) social, emotional, and cognitive skills and competencies grow in supportive…
Descriptors: Social Development, Emotional Development, Individual Development, Cognitive Development
Brackett, Marc A.; Bailey, Craig S.; Hoffmann, Jessica D.; Simmons, Dena N. – Educational Psychologist, 2019
Social and emotional learning (SEL) is the process of integrating cognition, emotion, and behavior in our lives. In school settings, it involves systemic practices to incorporate SEL into leading, teaching, learning such that adults and children build self- and social awareness, learn to manage their own and other's emotions and behavior, make…
Descriptors: Social Development, Emotional Development, Teaching Methods, Theories
Jagers, Robert J.; Rivas-Drake, Deborah; Williams, Brittney – Educational Psychologist, 2019
This article seeks to develop transformative social and emotional learning (SEL), a form of SEL intended to promote equity and excellence among children, young people, and adults. We focus on issues of race/ethnicity as a first step toward addressing the broader range of extant inequities. Transformative SEL is anchored in the notion of…
Descriptors: Transformative Learning, Social Development, Emotional Development, Equal Education
Schonert-Reichl, Kimberly A. – Educational Psychologist, 2019
Around the globe, dialogs about educational reform and the integration of social and emotional learning (SEL) into policy and curriculum are proliferating. SEL is now a worldwide phenomenon and not just a passing fad, with SEL approaches and programs being implemented in countries throughout the world. Articles included in this special issue are…
Descriptors: Social Development, Emotional Development, Success, Academic Achievement
Elias, Maurice J. – Educational Psychologist, 2019
Social-emotional learning (SEL) refers to a set of competencies that form the basis of human interaction. So, SEL in schools is no fad. But what would happen if every school actively wanted to bring in SEL tomorrow? Using the articles in the special issue on SEL as a springboard, this article looks at the neurological basis of SEL, SEL best…
Descriptors: Teaching Methods, Social Development, Emotional Development, Educational Quality
Immordino-Yang, Mary Helen; Darling-Hammond, Linda; Krone, Christina R. – Educational Psychologist, 2019
New advances in neurobiology are revealing that brain development and the learning it enables are directly dependent on social-emotional experience. Growing bodies of research reveal the importance of socially triggered epigenetic contributions to brain development and brain network configuration, with implications for social-emotional…
Descriptors: Brain, Cognitive Development, Social Development, Emotional Development
Fabes, Richard A.; Martin, Carol Lynn; Hanish, Laura D. – Educational Psychologist, 2019
The purpose of this article is to highlight the important role that gender plays in organizing and affecting the quality of the classroom climate. We review research showing how students' peer relationships tend to be segregated by gender and discuss the consequences of children spending much of their time almost exclusively with same-gender…
Descriptors: Educational Quality, Educational Environment, Gender Differences, Peer Relationship