Content introduction chapter I methods of educational research

1. Social-Emotional Learning
SEL is touted by its proponents as a holistic process through which young people acquire ‘the knowledge, skills and attitudes’ to live emotionally well-developed lives.

According to the Collaborative for Academic, Social and Emotional Learning (CASEL), SEL seeks to equip children and young people with five core ‘competencies’. These are:

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22.Westberry, L. Grading for Mastery, Not Mystery. ASCD. July 11, 2019. https://www.ascd.org/el/articles/grading-for-mastery-not-mystery.
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24Copeland, W.E., Keeler, G., Angold, A., & Costello, E.J. Traumatic events and posttraumatic stress in childhood. Archives of General Psychiatry, 2007, 64(5), pp. 577-584.
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25.Blue, J. Little and often: bite-sized learning. Cambridge World of Better Learning. April 26, 2018. https://www.cambridge.org/elt/blog/2018/04/26/bite-sized-learning/.

26.Davidson, R. and Lutz, A. Buddha’s brain: neuroplasticity and meditation. IEEE Signal Process Magazine, 2008, 25(1), pp. 174–176.
27.Morin, A. How brain breaks can help kids with homework frustration. Understood. https://www.understood.org/articles/en/brain-breaks-what-you-need-to-know.
28.Hardiman, M.M., JohnBull, R.M., Carran, D.T., and Shelton, A. The effects of arts-integrated instruction on memory for science content. Trends in Neuroscience and Education, March 2019, 14, pp. 25-32.
29.Western Governors University Staff. Experiential learning theory. June 8, 2020. https://www.wgu.edu/blog/experiential-learning-theory2006.html#close
INTERNET SOURCES
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