Summary of Research Critiques
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Summary of Research Critiques
Social, emotional learning, diversity, and cultural analysis have been central parochial and strategic aspects in American education provision for a long time. Therefore, diverse organizations have attempted to develop different and useful organizational tools to promote and enhance this aspect of American education rectification.
In the first article by the author Elias Maurice, courtesy of the organizations by the name International Bureau of Education, Geneva, in collaboration with the International Academy of Education, Brussels proposed a monograph as the organizational tool. This tool advocates for a rationale and framework that integrate or amalgamate social, emotional education to objectives and education policy. Further, the assumptions made by this tool is included promoting the learning experience for children, triggering a sense of responsibility, promoting a caring, and a better understanding of the society. As stated by Elias, 2003, it has been challenging to implement and achieve this organization tool. It is evident from how the word has developed in terms of complexity and the communities’ fragmentation.
The other organization that attempts to develop a strategy and a tool for this issue is the American Educational Research Association. This strategy has been illuminated further by an author by the name Diane M Hoffman. This article provides some of the many programs in the broader concept. In this case, the organizational technique focuses on students entering into focus on the children’s behavioral and control strategies. Ideally, this is one of the many tools in social, emotional learning (SEL) approaches. According to Hoffman, 2009, just like the other techniques of enhancing social, personal knowledge, some challenges hinder this technique include lack of active involvement of the teachers and the school in promoting social, emotional education in schools. From a personal perspective, I think they should be on the frontline in dealing with this issue.
Moreover, one of the evidence of the challenges hindering these programs is the several debates being held to question SEL programs. Therefore some of the assumptions in this program include the teachers and educators to be actively involved. Further, students are required to have emotional awareness for them to be emotionally attached to the schools.
References
Elias, M. J. (2003). Academic and Social-Emotional Learning. Educational Practices Series.
Hoffman, D. M. (2009). Reflecting on Social Emotional Learning: A Critical Perspective on Trends in the United States. Review of Educational Research, 79(2), 533–556. https://doi.org/10.3102/0034654308325184