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What is Social and Emotional Learning

Chapter 6
Restorative Justice and Practices in the 21st Century
Focused instruction and care for the whole-child and strategies for interaction.
Published in Chapter:
Teacher Leadership as a Value of Restorative Justice Practice in Schools
Bryan S. Zugelder (James Madison University, USA) and Oris T. Griffin (James Madison University, USA)
Copyright: © 2023 |Pages: 19
DOI: 10.4018/978-1-6684-6145-7.ch006
Abstract
While values and practices are important for a school to provide students, modeling among the school professionals the same values and practices expected of students is an essential leadership custom that has potential for impact across the school community. This chapter presents a conceptual framework for how creating teacher leadership in schools is a critical value and practice for restorative justice to exist in a school community. This includes: 1) relationships as the key to all parts of a school community; 2) the importance of teacher modeling with students and colleagues; 3) understanding the role of conflict resolution among teacher teams and how that transfers to conflict resolution among students; 4) collective accountability among all school stakeholders; 5) distributed leadership as an equity practice for addressing power differentials; and 6) implications for research on teacher leadership and restorative justice.
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Chapter 12
LEADing in a Different Way: Examining Teaching Philosophies in Alternative School Settings
The process where individuals are able to learn and apply the knowledge and skills necessary to manage emotions, set goals, feel empathy, build and maintain relationships and make responsible decisions.
Published in Chapter: LEADing in a Different Way: Examining Teaching Philosophies in Alternative School Settings; From: Handbook of Research on Leadership Experience for Academic Direction (LEAD) Programs for Student Success
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Chapter 9
Using Social-Emotional Learning and Literacy Tools to Bridge the Gap During and Beyond COVID-19
The process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions ( CASEL, 2013 ).
Published in Chapter: Using Social-Emotional Learning and Literacy Tools to Bridge the Gap During and Beyond COVID-19; From: Handbook of Research on Supporting Social and Emotional Development Through Literacy Education
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Chapter 2
Creating Brave Spaces: Social Justice and Social Emotional Learning in Language Learner Classrooms
Pedagogy that helps students understand their emotions and cultivate empathy for others.
Published in Chapter: Creating Brave Spaces: Social Justice and Social Emotional Learning in Language Learner Classrooms; From: TESOL Guide for Critical Praxis in Teaching, Inquiry, and Advocacy
Full Text Chapter Download: US $37.50 Add to Cart
Chapter 4
The Role of School Counselors in the RTI Process at the Secondary Level
The ability for students to be aware of their own emotions, to self-regulate, and to empathize with others around them.
Published in Chapter: The Role of School Counselors in the RTI Process at the Secondary Level; From: Advanced Strategies and Models for Integrating RTI in Secondary Schools
Full Text Chapter Download: US $37.50 Add to Cart
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