Engaging minds and hearts: Social and emotional learning in English Language Arts
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This article explores English Language Arts (ELA) as the most appropriate venue for Social and Emotional Learning (SEL). Using the Collaborative for Academic, Social, and Emotional Learning (CASEL) model of SEL, the author explores the evidence in the literature that there is a natural affinity between ELA content and SEL objectives and that an SEL lens would promote and improve student engagement and facilitate mutually beneficial impacts. The complimentary nature of methods and objectives in ELA and SEL facilitates adaption and minimal disruption to ELA curriculum. Reviewing existing ELA-based SEL programs and examples from the literature of successful integration of SEL concepts by teachers, the author makes a case for developing unscripted, versatile, and integrated approaches to SEL that builds on teacher expertise and student feedback. Additionally, the author outlines the opportunities for integrated learning presented in the BC ELA curriculum. A case is made for a truly integrated model being necessary for creating a fundamental and lasting culture shift towards embedded SEL. Future research directions are discussed.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it