rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Motivating the SEL field forward through equity
  name:
    name part: Yoder, Nicholas
    role:
      role term: editor.
  name:
    name part: Skoog-Hoffman, Alexandra
    role:
      role term: editor.
  type of resource: text
  genre: elektronické knihy
  genre: electronic books
  origin info:
    place:
      place term: enk
    date issued: 2021
    copyright date: 2022
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: remote
    extent: 1 online resource (xix, 254 pages).
  abstract: How do we navigate uncertain times? What competencies and motivational factors accelerate us to grow and develop and what hinders our success? What are strategies that researchers, educators and policymakers can engage in to more fully realize the potential of all students, combatting institutional and interpersonal inequities? To answer these questions, we need to develop a deeper understanding of what motivates youth and adults, inclusive of the contextual and institutional variables that influence individuals, to develop and apply their social and emotional competencies. Motivating the SEL Field Forward Through Equity looks for a deeper critical understanding of the role of social and emotional learning (SEL) as a lever for equitable access to the competencies and skills individuals will ultimately need to be successful in school, work, and life. To do this, we need to explore the motivational factors of individuals and how that connects to SEL for all students, programs and practices that promote a more equitable SEL experience for all students, and practices to engage researchers and practitioners to deepen implementation of SEL with all students. This handbook will benefit the broader SEL market including researchers, practitioners, school and district leaders, and teacher preparation programs in the SEL and motivation fields who are actively engaged in working to create equitable outcomes for adults and youth.
  table of contents: Chapter 1. Introduction: Motivating the SEL Field Forward Through Equity / Nicholas Yoder and Alexandra Skoog-Hoffman Section 1. Motivation and SEL -- Chapter 2. What is the Role of Motivation in Social and Emotional Learning? / Stephen R. Getty, Kenneth E. Barron, and Chris S. Hulleman -- Chapter 3. Motivation Theory and Its Yields for Promoting Students' Social and Emotional Competence / Rebecca J. Collie -- Chapter 4. A Self-Determination Theory Perspective on Social and Emotional Learning / Vanessa Kurdi, Mireille Joussemet, and Geneviève A. Mageau -- Chapter 5. Teachers as Prosocial Leaders Promoting Social and Emotional Learning / Patricia A. Jennings, Tara L. Hofkens, Summer S. Braun, Pamela Y. Nicholas-Hoff, Helen H. Min, and Karime Cameron Section 2. Equity and SEL -- Chapter 6. Integrating Culturally Relevant Pedagogy with Teacher Social and Emotional Competencies and Capacities Training to Support Racially Minoritized Students / Kamilah B. Legette, Elan C. Hope, Johari Harris, and Charity Brown Griffin -- Chapter 7. Implementing SEL with an Equity Lens: The Role of "Stretching" in Teachers' Practice / Enid M. Rosario-Ramos, Deborah Rivas-Drake, and Robert J. Jagers -- Chapter 8. Increasing Disciplinary Equity by Teaching Neutralizing Routines to Teachers and Students / María Reina Santiago-Rosario and Kent McIntosh -- Chapter 9. Making Social and Emotional Learning Programs Relevant for Latino Youth of Immigration: The Role of Cultural Adaptations / Sara Castro-Olivo, Jessica Furrer, and Nicholas Yoder -- Chapter 10. Advancing Equity Through Culturally Responsive Social Emotional Education: Addressing International Student Integration / Tara Madden-Dent Section 3. Research-Practice Partnerships -- Chapter 11. The Motivating Affordances of Research-Practice Partnerships for Examining Equity-Based Social and Emotional Learning Instruction / Gina McGovern, Colin Ackerman, Deborah Rivas-Drake, Alexandra Skoog-Hoffman, Enid Rosario-Ramos, and Rob Jagers -- C…
  note: edited by Nicholas Yoder (National University, USA), Alexandra Skoog-Hoffman (Collaborative for Academic, Social, and Emotional Learning, USA).
  note: Includes index.
  note: Plný text je dostupný pouze z IP adres počítačů Univerzity Tomáše Bati ve Zlíně nebo vzdáleným přístupem pro zaměstnance a studenty
  subject:
    topic: Social learning
  subject:
    topic: Educational psychology
  subject:
    topic: Educational equalization
  subject:
    topic: Education
    topic: Educational Psychology
  subject:
    topic: Educational psychology
  classification: 370.1523
  classification: 37.01
  related item:
    title info:
      title: Advances in motivation and achievement ; v. 21
  identifier: 9781800434660
  identifier: https://proxy.k.utb.cz/login
  access condition: Plný text je dostupný pouze z IP adres počítačů Univerzity Tomáše Bati ve Zlíně nebo vzdáleným přístupem pro zaměstnance a studenty
  record info:
    record content source: UtOrBLW
    record creation date: 211117
    record change date: 20211117163016.0
    record identifier: em-9781800434660
    language of cataloging:
      language term: eng