Featured – Papers and Studies

Centering Educators’ Expertise: Learning About Innovative Approaches to Social-Emotional Learning from School Partners in the Boston Charter Research Collaborative

Grounding research-practice partnerships in educators’ expertise can offer us insight into innovative approaches that schools are using to foster student SEL. In our latest working paper from the Boston Charter Research Collaborative, we share lessons learned and recommendations for putting educators at the forefront of research-practice partnerships. We also share strategies and resources in use by BCRC educators from Roxbury Preparatory Charter School, Match Charter Public School, KIPP Massachusetts, and Boston Collegiate Charter School.

Mindfulness in the classroom: Learning from a school-based mindfulness intervention through the Boston Charter Research Collaborative

This paper reviews findings from a randomized controlled trial (RCT) at a partner school, focused on understanding the effects of a direct-to-student intervention on students’ mindfulness development. The paper describes the study in detail and provides additional information about the role of mindfulness in education. We also include recommendations and resources for educators seeking to integrate mindfulness practices into the classroom.

Working Paper: Measurement Properties of Student Social-Emotional Competency and School Culture-Climate Surveys in the NewSchools Invent Cohort

This is the first study to examine the measurement properties of a set of curated scales measuring students’ perceptions of their social-emotional competencies and of their school’s culture and climate. In this study, we examine how well the surveys were designed. Specifically, we explore the extent to which the items provide consistent and new information about the underlying constructs being assessed, the extent to which the items are interpreted comparably across student subgroups, and the extent to which the scales measure unique underlying constructs.

A Data-Informed Approach to Social-Emotional Learning: Policy Recommendations for State and Local Leaders

This policy brief provides recommendations for state and local leaders seeking to take a data-informed approach to SEL. TransformEd focuses our recommendations on gathering input on learning environments, piloting social-emotional competency measures, and using data to build local capacity. This paper follows our 2016 policy brief on expanding the definition of student success under the Every Student Succeeds Act (ESSA).

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