A Systematic Review of Student Disability and Race Representation in Universal School-Based Social and Emotional Learning Interventions for Elementary School Students
Datos Bibliográficos
| ID | 21381088 |
|---|---|
| Autores | Christina Cipriano (0000-0002-7414-1821), Lauren H Naples (0000-0002-9467-5898), Abigail Eveleigh (0000-0002-3526-8328, Yale School of Medicine), Amanda Cook (0000-0002-8702-443X, EdTogether, Inc), Melissa Funaro (0000-0001-6846-4846, Yale University), Colleen Cassidy, Michael F McCarthy (Yale School of Medicine), Gabrielle Rappolt-Schlichtmann (EdTogether, Inc) |
| Año | 2023 |
| Volumen | 93 |
| Número | 1 |
| Páginas | 73-102 |
| Fecha de publicación | 2023-02-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Review of Educational Research (JOURNAL) |
| Identificadores de la revista | ISSN: 0034-6543 • E-ISSN: 1935-1046 |
| Editorial | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/00346543221094079 |
| Idioma | EN |
| Citas recibidas | 11 |
| Referencias citadas | 73 |
The authors present a systematic review of elementary school universal school-based (USB) social and emotional learning (SEL) interventions from 2008 through 2020 for two groups of minoritized students in education research and practice: students with disabilities and/or minoritized racial identities. Completed in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses standards, in this review the authors identified 269 studies for inclusion, which reflected 107 USB SEL interventions. Eleven studies explicitly excluded students with disabilities. Studies varied widely in how disability and racial identity were categorized within and across studies and provided limited evidence of effectiveness through the use of subgroup analyses to support meaningful assessment of how students with disabilities and racially minoritized elementary school age students are benefiting from USB SEL interventions. The authors discuss the limitations of findings, education research best practices, and the minimum reporting standards necessary to ensure ability and racially minoritized youth representation in future USB SEL research
Social and Emotional Learning during Pandemic-Related Remote and Hybrid Instruction
Advancing Equity Through Transformative SEL
Multilingual Students and Social and Emotional Learning Interventions
Searching for Equity in the System Reforms Literature
Disentangling the Effects of Social and Emotional Learning Programs on Student Academic Achievement Across Grades 1–12
To Whom Do These Results Apply? Assessing Evidence for the Generalizability of Social and Emotional Learning Programs Among Specific Racial and Ethnic Groups
Mapping the Research Base for Universal Behavior Screeners
The state of evidence for social and emotional learning
Culturalization” of the referral process in policy discourses
Understanding the Use of Social and Emotional Learning in Elementary Schools
Reducing racialized opportunity gaps through teachers' anti-racism social-emotional competency training and education
Diagnostic and Statistical Manual of Mental Disorders
Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences
Standards of Evidence
Methodological Guidance Paper
Teaching through Interactions
Advancing the Science and Practice of Social and Emotional Learning
Identification and Analysis of Moderator Variables
Reflecting on Social Emotional Learning
Transformative Social and Emotional Learning (SEL)
Social and Emotional Learning and Equity in School Discipline
PRESS Peer Review of Electronic Search Strategies
Disability Critical Race Theory
Interrater reliability
Students With Disabilities in Social and Emotional Learning Interventions
Methodological Guidance Paper
Eliminating Ableism in Education
Equitable learning and development
Transformative Social and Emotional Learning
Prosocial skills causally mediate the relation between effective classroom management and academic competence
From Producing to Reducing Trauma
Risks and Consequences of Oversimplifying Educational Inequities
Minorities Are Disproportionately Underrepresented in Special Education
Systemic social and emotional learning
Introduction to special issue on research methods and design considerations with Latinx populations
Categorical Inequality in Black and White
Efficacy of the Responsive Classroom Approach
Mapping the Margins
The moderator-mediator variable distinction in social psychological research
Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning
Race as biology is fiction, racism as a social problem is real
The Impact of Enhancing Students' Social and Emotional Learning
School-Based Social-Emotional Learning and Ethnic-Racial Identity Among African American and Latino Adolescents
Structural Racism and Health Inequities
| Obras citantes distintas | 11 |
|---|---|
| Citas por año | 3,67 |
| Intervalo de citas | 2023 - 2026 (4) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 11 |