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"Are educators setting goals for social-emotional learning? Evidence from nationally representative surveys",
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"A growing body of evidence shows that social-emotional skills predict the long-term outcomes of students, even after controlling for diff...",
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"A growing body of evidence shows that social-emotional skills predict the long-term outcomes of students, even after controlling for diff...",
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"collection_title": "K-12 Social Emotional Learning (SEL)",
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"summary": "A growing body of evidence shows that social-emotional skills predict the long-term outcomes of students, even after controlling for differences in academic achievement. Despite the evidence that social-emotional learning (SEL) contributes to student success, few studies have investigated the extent to which educators promote SEL among their students. This American Educator Panels Data Note details the extent to which a nationally representative sample of teachers and school leaders report setting goals for the social-emotional growth of their students. Results indicated that about 60 percent of teachers and principals report setting goals for student SEL growth. However, teachers were less likely to report that their school leadership s...",
"descriptions": [
"A growing body of evidence shows that social-emotional skills predict the long-term outcomes of students, even after controlling for differences in academic achievement. Despite the evidence that social-emotional learning (SEL) contributes to student success, few studies have investigated the extent to which educators promote SEL among their students. This American Educator Panels Data Note details the extent to which a nationally representative sample of teachers and school leaders report setting goals for the social-emotional growth of their students. Results indicated that about 60 percent of teachers and principals report setting goals for student SEL growth. However, teachers were less likely to report that their school leadership s...",
"A growing body of evidence shows that social-emotional skills predict the long-term outcomes of students, even after controlling for diff...",
"A growing body of evidence shows that social-emotional skills predict the long-term outcomes of students, even after controlling for differences in academic achievement. Despite the evidence that social-emotional learning (SEL) contributes to student success, few studies have investigated the extent to which educators promote SEL among their students. This American Educator Panels Data Note details the extent to which a nationally representative sample of teachers and school leaders report setting goals for the social-emotional growth of their students. Results indicated that about 60 percent of teachers and principals report setting goals for student SEL growth. However, teachers were less likely to report that their school leadership set these goals compared with principals' self-reports. These results indicate that SEL goal setting is substantial but by no means universal. Further, the gap in perceptions of school leader goal setting indicates that as principals begin or continue to develop goals, they should aim to create a schoolwide strategy that is communicated to teachers and take into account efforts that are already underway in classrooms. One barrier to these efforts may be the lack of schoolwide systems for assessing SEL skills.\n"
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"caption": "A growing body of evidence shows that social-emotional skills predict the long-term outcomes of students, even after controlling for diff...",
"description": [
"A growing body of evidence shows that social-emotional skills predict the long-term outcomes of students, even after controlling for differences in academic achievement. Despite the evidence that social-emotional learning (SEL) contributes to student success, few studies have investigated the extent to which educators promote SEL among their students. This American Educator Panels Data Note details the extent to which a nationally representative sample of teachers and school leaders report setting goals for the social-emotional growth of their students. Results indicated that about 60 percent of teachers and principals report setting goals for student SEL growth. However, teachers were less likely to report that their school leadership set these goals compared with principals' self-reports. These results indicate that SEL goal setting is substantial but by no means universal. Further, the gap in perceptions of school leader goal setting indicates that as principals begin or continue to develop goals, they should aim to create a schoolwide strategy that is communicated to teachers and take into account efforts that are already underway in classrooms. One barrier to these efforts may be the lack of schoolwide systems for assessing SEL skills.\n"
],
"publisher_s": "RAND",
"date_start": "2018-01-01T00:00:00Z",
"pubyear_s": "2018",
"pubplace_s": "Santa Monica, CA",
"citation_s": "Doss, Christopher Joseph Dos<\/a>, RAND Education Labor<\/a>, and Rand Corporation.<\/a>.<\/span> Are educators setting goals for social-emotional learning? Evidence from nationally representative surveys<\/a><\/span><\/i> In American Educator Panels Data Note;<\/i>. Santa Monica, CA: RAND, 2018.<\/span>",
"title_short_tibt": [
"Are educators setting goals for social-emotional learning?"
],
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"Are educators setting goals for social-emotional learning?"
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"notes_txt": [
"Access: https:\/\/doi.org\/10.7249\/RR2575.2\nExternal Resources: Cite This Item Search for versions with same title and author | Advanced options ...\nReport No: RAND\/RR-2575\/2-BMGF\nAccess: https:\/\/doi.org\/10.7249\/RR2575.2\nNote(s): Title from PDF document (viewed�January 17, 2019).\/ \"RAND American Educator Panels.\"\/ Includes bibliographical references.\/ Funding: Bill and Melinda Gates Foundation\/\nReport: RAND\/RR-2575\/2-BMGF\nGeneral Info: See also�RAND\/RR-2575-BMGF, RAND\/RR-2575\/1-BMGF, RAND\/RR-2575\/8-BMGF.\nOther Titles: Related item: How much influence do teachers have in their schools? it depends on whom you ask; AEP Data Note technical appendix; Educator access to and use of data systems\nResponsibility: Christopher Joseph Doss, William R. Johnston, Goke Akinniranye.\nMaterial Type: Document (dct); Internet resource (url); eBook (ebk)\nDate of Entry: 20181213\nUpdate: 20190226\nProvider: OCLC"
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"title_sort_s": "Are educators setting goals for social-emotional learning? Evidence from nationally representative surveys",
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"timestamp": "2024-01-26T19:16:07.891Z"
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