Catálogo de publicaciones - revistas
Título de Acceso Abierto
Social and Emotional Learning: Research, Practice, and Policy
Resumen/Descripción – provisto por la editorial en inglés
Social and Emotional Learning: Research, Practice, and Policy is the primary international destination for research on the science, practice, and policy in the field of social and emotional Learning (SEL). This peer-reviewed journal is designed to publish the highest quality articles on SEL research, practice, and policy in ways that enhance the development and use of research on both SEL implementation and impact; improve the ways practice is shaped and supported; and provide empirical evidence and perspectives that inform practice and policy. The Journal will publish articles focused on early childhood to post-secondary, as well as adult SEL, along with SEL programming and practices that span multiple settings and contexts (e.g., school, home, community, out of school time, workplace, higher education). This open-access peer-reviewed journal features (1) original empirical articles from researchers, evaluators, and practitioners regarding practice, policy, SEL implementation, and rigorous outcome research; (2) articles that address critical perspectives about SEL as a field of research, practice, and policy; and (3) articles, commentaries, and summaries of recent developments in SEL practice and policy. The Journal is affiliated with the Collaborative for Academic, Social, and Emotional Learning (CASEL). However, the Journal is editorially independent of CASEL and governed by an independent Publications Committee that is responsible for the Journal's editorial policies and operation. The Journal is organized into four main sections. Original Research The Original Research section includes empirical articles that have direct application to SEL practice and policy. The Journal will consider articles that use a range of methodologies, including randomized controlled trials (RCTs), program evaluations, meta-analyses, descriptive or longitudinal studies, psychometric evidence, and qualitative and mixed-methods studies. The Journal is particularly interested in publishing articles that have direct application of and relevance to practice and policy. All articles in this section will be subject to masked peer-review. Perspectives The Perspectives section includes reviews of research and articles that frame, conceptualize, integrate multiple viewpoints, or advance new insights on SEL research, practice, or policy. This section includes articles describing newly emerging issues or challenges in the field of SEL, syntheses of existing research, scoping reviews, systematic reviews, and new perspectives on topics related to SEL research, programs, practices, or policy. This section will not accept articles on new research findings. All articles in this section will be subject to masked peer-review. SEL in Practice The SEL in Practice section will publish articles that advance and improve practice through the voices of practitioners and others working to advance implementation and sustainability of SEL in school and non-school settings. This section includes articles describing scientific insights along with strong practical implications that practitioners can apply in their work. Sample topics include increasing adult well-being through SEL, supporting SEL through family and community engagement, integrating SEL into academics, and using SEL to cultivate a positive school culture. Articles might include the "human" element of SEL, such as a story, a personal experience, or some other description that reminds readers that SEL is about connecting with the humanity in ourselves and each other. All articles in this section will be subject to peer-review. SEL in Policy The SEL in Policy section will publish articles that seek to translate policy implications of SEL research; explore the ways in which policies at the school or institution, district/community, state, federal, and international levels influence SEL practice, promote improvements to SEL practice and policy; and elevate examples of successful adoption and implementation of policy that advances SEL. This section will highlight the voices of those working to advance SEL policy and policymaking in education and youth development settings and will seek contributions that represent a variety of viewpoints and experiences. The Journal especially encourages submissions by authors who have recently published policy-relevant reports and others who are doing work at the intersection of SEL and policy. All articles in this section will be subject to peer-review.Palabras clave – provistas por la editorial
No disponibles.
Disponibilidad
| Institución detectada | Período | Navegá | Descargá | Solicitá |
|---|---|---|---|---|
| No requiere | desde dic. 2024 / hasta dic. 2024 | ScienceDirect |
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Información
Tipo de recurso:
revistas
ISSN electrónico
2773-2339
