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Full-Text Articles in Scholarship of Teaching and Learning
Community Asset Inquiry: A Model For Esol Teacher Praxis In Family And Community Engagement, Felice Atesoglu Russell, Amanda Richey
Community Asset Inquiry: A Model For Esol Teacher Praxis In Family And Community Engagement, Felice Atesoglu Russell, Amanda Richey
Excelsior: Leadership in Teaching and Learning
In this article, we present findings from our qualitative, self-study research on the development and implementation of two course assignments (community asset maps and oral histories) designed to support practicing teachers’ praxis in working with English learner (EL) students within the context of family and community engagement. Providing an example of how English to Speakers of Other Languages (ESOL) teacher praxis might be developed, findings are framed by our Community Asset Inquiry model. This model, grounded in equity literacy and transformative family and community engagement supports teachers’ development of praxis in support of an asset-based approach, deep knowledge of …
Implementing Social And Emotional Learning Standards By Intertwining The Habits Of Mind With The Casel Competencies, Kimberly Alexander, Paul Vermette
Implementing Social And Emotional Learning Standards By Intertwining The Habits Of Mind With The Casel Competencies, Kimberly Alexander, Paul Vermette
Excelsior: Leadership in Teaching and Learning
The New York State Education Department (NYSED) adopted a set of three standards for social and emotional learning (SEL) in August 2018. In doing so, they have paved the way for explicit instruction in and assessment of 21st-century skills. The three-goal framework selected by NYSED (2018) is modeled after the five competencies of the Collaborative for Academic, Social, and Emotional Learning (CASEL, 2018). The authors are overjoyed by this movement to promote dual objective learning (Vermette & Kline, 2017) targeting affective and cognitive goals, but are hesitant to use the CASEL (2018) framework for such SEL standards. Prior …