EDL- 807 History, Politics, and Education Paper Draft

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1 History, Politics, and Education Patrice Pilgrim College of Doctoral Studies, Grand Canyon University EDL-807: History and Politics of K-12 Education Dr. Butler Wednesday, January 24 th , 2024

2 History, Politics, and Education The American K-12 education landscape extends beyond academics, with a considerable influence stemming from the pursuit of social goals. The interconnection between social objectives and education underscores a commitment to fostering individuals capable of navigating a complex and interconnected world. This paper delves into the foundation of social goals within the American K-12 education system, exploring historical context, evolving perspectives, and the pivotal role these goals play in shaping the educational landscape. By dissecting the intricate tapestry of social goals, the purpose is to develop a comprehensive understanding of their significance and impact on students' educational journeys in the United States. This paper aims to unravel the layers of social goals, shedding light on their profound implications and enriching our comprehension of their role in education. Purpose of Initiatives to Promote Social Goals The initiatives that have been crafted, have been done with the aim of promoting social goals within the educational framework. This concept is multifaceted and is embedded in the process of addressing the significant challenges of the evolving educational landscape. These initiatives have been strategic in their design and are not solely targeted to enhance the overall well-being of students (Laruffa, 2021). In prioritizing the implementation of social goals, policymakers and educators alike are aiming to equip students with the needed skills and understanding to support their navigation of a world that is increasingly interconnected. The overall objective is to aid in the cultivation of a keen sense of social responsibility, cultural competence, and empathy among students. This paper will delve into the multifaceted

3 dimensions of the various initiatives that are targeted at the promotion of social goals, unraveling the ulterior motives, and conducting a continuous evaluation of the impact of the holistic development of students with the K-12 American education system (Finatto et al., 2023). Initiative 1: Social-Emotional Learning (SEL) Programs Social Emotional Learning (SEL) programs place a targeted focus on the nurturing of emotional intelligence, responsible decision making and people skills, all done with the aim of fostering the holistic development of students (Chang et al., 2022). These programs take steps beyond the traditional academic instructional model and more specifically targeted at the integration of cultivating social and emotional competencies within the educational experience. By ensuring that these skills are embedded into the curriculum, SEL programs are able to ensure that students are empowered to navigate the complex landscape of interpersonal relationships, make sound decisions, and manage their emotions effectively. Intended Goals and Objectives The Social and Emotional Learning (SEL) framework aims to create a holistic development plan for students by targeting specific social and emotional competencies (Shi & Cheung, 2022). SEL programs focus on fostering self-awareness, aiding students in understanding their emotions, strengths, and areas for growth. The implementation of SEL programs has demonstrated numerous benefits, particularly in positively impacting the mental health and well-being of students. Equipping students with a keen sense of self and emotional regulation skills contributes to the development of emotionally intelligent individuals. However, potential drawbacks exist in the implementation of SEL programs, with a primary challenge being the resource-intensive nature of these initiatives. Effective teacher training, appropriate

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4 curricula, and sustained support are essential for successful implementation (De Souza et al., 2022). The success of SEL programs relies heavily on the commitment and engagement levels of teachers involved, emphasizing the importance of balancing benefits and challenges for the seamless integration of SEL into educational practices. Strategies for Educational Leaders Educational leaders aiming to introduce teacher training for effective Social and Emotional Learning (SEL) implementation can employ strategic approaches. Providing comprehensive professional development opportunities for teachers is crucial to ensure a deep understanding of SEL principles and instructional strategies (Carroll et al., 2020). Collaborative and mentoring opportunities should be incorporated to establish a supportive network, leveraging experienced educators to support newer peers. A whole-school approach emphasizes that SEL is integral to the school's culture, and leaders should facilitate easy access to resources for seamless integration (Helms et al., 2021). In terms of SEL integration into the core curriculum, deliberate efforts are required to support holistic student development. Infusing SEL components into existing subjects establishes explicit connections between academic content and social-emotional skills, reinforcing academic learning and real-world connections (Carroll et al., 2020). Resolute SEL activities within the curriculum can emphasize skills like responsible decision-making, self- awareness, and relationship building, contributing to a comprehensive educational experience (Helms et al., 2021). Initiative 2: Inclusive Education Practices There are myriad benefits – connected to inclusive educational practices, which extend beyond the classroom and contribute to a more harmonious and equitable society. A primary

5 advantage of these practices is that they aid in supporting positive attitudes – towards differences, among students. By embracing inclusivity in education, a catalytic effect within society is created that supports positive change within society, which can in turn usher in a more compassionate and understanding future Abrăcel et al., 2023). While inclusivity in education is lauded in society, it is not without its own unique set of challenges. Challenges of this practice include the anticipated strain that it may place upon resources within a school community as well as the need for effective differentiation. Navigation of these challenges requires a thoughtful degree of planning, ongoing professional development, and a continued commitment to improving upon practices that are inclusive within educational settings. Strategies for Educational Leaders Educational Leaders that seek to implement inclusive educational practices, can employ a variety of strategic approaches that will help to ensure its successful implementation. The primary step that needs to occur is the creation of a culture that is accepting and understanding – specifically, among educators. This will entail the providing of training for teachers that is comprehensive and that includes inclusive teaching practices, differentiation, and diversity (Hosokawa et al., 2023). Collaborative planning sessions will also need to take place to aid in empowering teachers with the necessary skills to effectively address a diverse range of needs. The establishment of policies that are clear along with a framework that places emphasis on inclusion as being a primary focus, will help to build a foundation that is going to consistently support implementation across the educational institution.

6 Initiative 3: Community Engagement and Partnerships Community engagement and partnerships in education represent collaborative initiatives involving schools, families, and communities to enhance learning resources and support students' success (Ciotto & Gagnon, 2018). This concept embodies the idea that community support is integral to driving academic advancement, fostering supportive, inclusive, and enriching educational environments when strong connections exist between schools and their communities. The key benefit of community engagement is the shared responsibility for student success, creating a collaborative effort among schools, families, and communities. It provides access to resources that enrich the learning environment, offering diverse perspectives and opportunities. However, challenges include disparities in engagement levels among community members, with certain groups being more influential or active, and the coordination of schedules and alignment of goals among multiple stakeholders, which can impact community engagement activities negatively (Ciotto & Gagnon, 2018). Strategies for Educational Leaders Educational leaders that seek to enhance the level of community engagement are able to adopt one of many strategies. The establishment of open lines of communication is a necessary first step that will involve collaborative efforts between both schools and their surrounding communities. Regular and transparent dialogue between school community stakeholders, utilizing various communication channels, aids in the dissemination of valuable information as well as creates opportunities for input (Sanders et al., 2023). The creation of advisory boards – or parent teacher associations, provides structured platforms where community members can be active participants in the decision-making process. Emphasis should also be placed on the importance of two-way communication as well as actively seeking feedback that aids in

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7 addressing community concerns. The organization of community events helps to strengthen the connection between schools and their surrounding communities thereby fostering a culture of collaboration that educational leaders can employ in the creation of a mor engaged and supportive community that will contribute to the overall success and well-being of its students. Conclusion In the dynamic educational landscape, leaders must adopt innovative strategies for advancing community engagement, promoting inclusive teaching, and seamlessly integrating Social and Emotional Learning (SEL) into the core curriculum (Antunes et al., 2023). Leveraging technology for real-time engagement with school community stakeholders is crucial for effective outreach. An inclusive approach to curriculum, incorporating cultural responsiveness and reflective experiences, becomes essential to cater to the diverse needs and backgrounds of students. Prioritizing professional development for teachers ensures they acquire the skills necessary for the seamless integration of SEL components into daily lessons. Collaborative partnerships with school community stakeholders play a vital role in supporting both community engagement and SEL implementation. Educational leaders, by embracing innovation, fostering inclusivity, and cultivating strong community partnerships, can create a dynamic and responsive educational environment that meets the evolving needs of students and the broader community (Antunes et al., 2023).

8 References Abrăcel, M. M., Leonti, R. M., & Muntele Hendreș, D. (2023). Well-being in pregnancy. parameters that can be considered in prenatal SEL programs. Revista Romaneasca Pentru Educatie Multidimensionala , 15 (2), 73–85. https://doi.org/10.18662/rrem/15.2/721 Antunes, R., Alexandre, J., Guedes, M., Filipe, M. G., & Veríssimo, M. (2023). Assessing the benefits of the “Intergalactic World” Social Emotional Learning Program for 8–12-year- old children in Portugal: Perspectives from teachers and Caregivers. Frontiers in Psychology , 14 . https://doi.org/10.3389/fpsyg.2023.1233335 Carroll, A., Houghton, S., Forrest, K., McCarthy, M., & Sanders-O’Connor, E. (2020). Who benefits most? predicting the effectiveness of a social and emotional learning intervention according to children’s emotional and behavioural difficulties. School Psychology International , 41 (3), 197–217. https://doi.org/10.1177/0143034319898741 Chang, C.-F., Hall, N. C., Lee, S. Y., & Wang, H. (2022). Teachers’ social goals and classroom engagement: The mediating role of teachers’ self-efficacy. International Journal of Educational Research , 113 , 101952. https://doi.org/10.1016/j.ijer.2022.101952 Ciotto, C. M., & Gagnon, A. G. (2018). Promoting social and emotional learning in physical education. Journal of Physical Education, Recreation & Dance , 89 (4), 27–33. https://doi.org/10.1080/07303084.2018.1430625

9 De Souza, M. S., Soares, A. B., & Pizarro de Freitas, C. P. (2022). Social Emotional Learning (SEL) program among fifth graders, three and six months later. Revista Colombiana de Psicología , 31 (1), 35–48. https://doi.org/10.15446/rcp.v31n1.83042 Finatto, C. P., Fuchs, P. G., Aguiar Dutra, A. R., & Guerra, J. B. (2023). Environmental, social, governance and Sustainable Development Goals: Promoting sustainability in Universities. International Journal of Sustainability in Higher Education . https://doi.org/10.1108/ijshe- 11-2022-0361 Helms, R., Fukkink, R., van Driel, K., & Vorst, H. C. M. (2021). Benefits of an out-of-school time program on social-emotional learning among disadvantaged adolescent youth: A retrospective analysis. Children and Youth Services Review , 131 , 106262. https://doi.org/10.1016/j.childyouth.2021.106262 Hosokawa, R., Matsumoto, Y., Nishida, C., Funato, K., & Mitani, A. (2023). Evaluating the effectiveness of a social and emotional learning program among preschool children in Japan: An experimental cohort study. Child and Adolescent Psychiatry and Mental Health , 17 (1). https://doi.org/10.1186/s13034-023-00643-6 Laruffa, F. (2021). Promoting social goals through economisation? Social Investment and the counterintuitive case of homelessness. Policy & Politics , 49 (3), 413–431. https://doi.org/10.1332/030557321x16195259085986 Olive, C., Gaudreault, K. L., & Lucero, A. (2021). Strategies for implementing social-emotional learning in adapted Physical Education. TEACHING Exceptional Children , 54 (1), 63–69. https://doi.org/10.1177/00400599211046279

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10 Shi, J., & Cheung, A. C. (2022). The impacts of a social emotional learning program on elementary school students in China: A quasi-experimental study. The Asia-Pacific Education Researcher , 33 (1), 59–69. https://doi.org/10.1007/s40299-022-00707-9 Sanders, S., Rollins, L. H., & McFall, A. (2023). Aiming high: Applying goal setting to social and emotional learning skills in the elementary classroom. Beyond Behavior , 32 (1), 4–14. https://doi.org/10.1177/10742956221145692

EDL- 807 History, Politics, and Education Paper Draft

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