Incorporating culturally responsive pedagogy within social-emotional learning interventions in urban schools: An international systematic review

McCallops, Kathleen; Barnes, Tia Navelene; Berte, Isabel; Fenniman, Jill; Jones, Isaiah; Navon, Randi; Nelson, M. G.

doi:10.1016/j.ijer.2019.02.007

Cited by 29 publications

(13 citation statements)

References 77 publications

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“…I define culturally responsive SEL as utilizing the lived experiences and frames of reference of students to reinforce and teach SEL competencies (McCallops et al 2019). Culturally responsive SEL reinforces students' cultural expression of effective social and emotional competencies.…”

Section: Culturally Responsive Social Emotional Learningmentioning

confidence: 99%

“…With federal legislation that allows schools more flexibility in addressing school climate and student non-academic skills (United States, Congress, Cong., Health, Education, Labor, and Pensions 2015), it is more important than ever to ensure that the field is producing SEL interventions that are efficacious, effective, and sustainable for a diverse student population. McCallops et al (2019) explore SEL intervention use in urban schools through an international review of the literature available over the last 10 years. The review included 51 studies, with only 5 that used of culturally responsive practices in teaching SEL.…”

Section: Culturally Responsive Social Emotional Learningmentioning

confidence: 99%

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Changing the Landscape of Social Emotional Learning in Urban Schools: What are We Currently Focusing On and Where Do We Go from Here?

Barnes

2019

Urban Rev

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This study provides a systematic review of the use of social emotional learning (SEL) interventions in urban schools over the last 20 years. I summarize the types of interventions used and the outcomes examined, and I describe the use of culturally responsive pedagogy as a part of each intervention. The review of the 66 studies revealed that few incorporated culturally responsive strategies, and none addressed racism and the role it can play in student mental well-being. Additionally, few researchers measured multiple categories of fidelity of implementation, and few studies included long-term follow-up results of study outcomes. I discuss recommendations for future research in light of Every Student Succeeds Act policies in support of school-based SEL interventions.

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Section: Culturally Responsive Social Emotional Learningmentioning

confidence: 99%

Section: Culturally Responsive Social Emotional Learningmentioning

confidence: 99%

Changing the Landscape of Social Emotional Learning in Urban Schools: What are We Currently Focusing On and Where Do We Go from Here?

Barnes

2019

Urban Rev

Self Cite

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“…While the neuroscience content focused upon the connections between neurophysiological stress responses and learning, the Tier II workshop content adaptations which included discussions of practices in participants' classrooms may ultimately contribute to progress on this intractable problem. These discussions demonstrate the clear benefit of appropriate cultural responsiveness and adaptation of the training to local conditions (Southall et al, 2017;Steiner et al, 2018;McCallops et al, 2019).…”

Section: Discussionmentioning

confidence: 85%

Training-of-Trainers Neuroscience and Mental Health Teacher Education in Liberia Improves Self-Reported Support for Students

Brick

Cooper

Mason

et al. 2021

Front. Hum. Neurosci.

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Education programs have been central to reestablishing social norms, rebuilding public educational institutions, and addressing public attitudes toward mental illness in Liberia following a protracted civil war and the Ebola epidemic. The aim of this study was to determine if a program combining an understanding of neuroscience with mental health literacy content could increase teachers’ awareness of students’ mental health issues and produce changes in teacher attitudes and classroom practices. A tiered Training-of-Trainers approach was employed. The first workshop trained 24 Liberian secondary science teachers in the neurobiology of learning, memory, emotions, stress and adolescent brain development. A Leadership Team formed from eight of the Tier I participants then adapted the curriculum, added in more mental health literacy content and led four Tier II workshops and four follow-up Refresher sessions. Participants completed a neuroscience knowledge test and surveys assessing stigma, general perceptions of people with mental illness, and burnout. A subset of Tier II teachers participated in a structured interview at the Refresher time point. Teachers in both tiers acquired basic neuroscience knowledge. Tier I, but not Tier II teachers significantly improved their surveyed attitudes toward people with mental illness. No changes were found in overall teacher burnout. Despite these survey results, the interviewed Tier II teachers self-reported behavioral changes in how they approached their teaching and students in their classrooms. Interviewees described how they now understood social and emotional challenges students might be experiencing and recognized abnormal behaviors as having a biopsychosocial basis. Teachers reported reduced use of verbal and corporal punishment and increased positive rewards systems, such as social and emotional support for students through building relationships. Refresher discussions concurred with the interviewees. In contrast to previous teacher mental health literacy programs which did not bring about a change in helping behaviors, this pilot program may have been successful in changing teacher knowledge and self-reported behaviors, improving teacher–student relationships and decreasing harsh discipline. The combination of basic neuroscience concepts with training on how to recognize mental health issues and refer students should be investigated further as a strategy to promote teacher mental health literacy.

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“…Student engagement in the classroom can be increased by incorporating culturally responsive mathematical practices in teaching and learning (McCallops et al, 2019;Powell et al, 2016). Such types of practices help students have a deeper understanding of the local environment and circumstances by including and enhancing the sense of sharing respect and cooperation with others.…”

Section: Contextualized Ethnomathematicsmentioning

confidence: 99%

Mathematics Educators’ Perspectives on Cultural Relevance of Basic Level Mathematics in Nepal

et al. 2021

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The main purpose of this paper was to explore mathematics educators’ perception of the cultural relevance of basic level mathematics in Nepal. The design of this study involved an interpretive qualitative approach by administering in-depth interviews with five purposively selected mathematics educators teaching at five higher education institutions in the Kathmandu valley. Each interview was audio-recorded and transcribed for coding and constructing themes. The major themes that emerged were teaching in a mother language, contextualized Ethnomathematics, and the local knowledge in the curriculum as a teaching approach. The findings of the study can be helpful to curriculum designers and teachers at the basic level of mathematics. The study also adds to the literature of cultural aspects of mathematics teaching and learning and curriculum design.

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Incorporating culturally responsive pedagogy within social-emotional learning interventions in urban schools: An international systematic review

Cited by 29 publications

References 77 publications

Changing the Landscape of Social Emotional Learning in Urban Schools: What are We Currently Focusing On and Where Do We Go from Here?

Changing the Landscape of Social Emotional Learning in Urban Schools: What are We Currently Focusing On and Where Do We Go from Here?

Training-of-Trainers Neuroscience and Mental Health Teacher Education in Liberia Improves Self-Reported Support for Students

Mathematics Educators’ Perspectives on Cultural Relevance of Basic Level Mathematics in Nepal

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