Diferencias en la implementación de un programa de aprendizaje socioemocional en escuelas de distinto tamaño
Differences in the Implementation of a Social and Emotional Learning Program in Schools of Varied Sizes
| dc.creator | Mariscal , Vicente | es |
| dc.date | 2023-12-15 | |
| dc.date.accessioned | 2025-03-12T14:54:12Z | |
| dc.date.available | 2025-03-12T14:54:12Z | |
| dc.identifier | https://www.calidadenlaeducacion.cl/index.php/rce/article/view/1371 | |
| dc.identifier | 10.31619/caledu.n59.1371 | |
| dc.identifier.uri | https://revistaschilenas.uchile.cl/handle/2250/248108 | |
| dc.description | In recent years, numerous studies have delved into the impact of universal and evidence-based Social and Emotional Learning (SEL) programs within the spectrum of pre-primary to secondary education. Implementation nuances significantly influence these programs’ efficacy, with school leaders playing a pivotal role in facilitating their integration into diverse educational contexts. This article presents a multiple case study examining the implementation of the Trabün SEL program in two schools of different sizes. Using a mix of individual and group interviews, this study aims to pinpoint key differences in factors influencing implementation. It also explores the strategies used by school principals and program heads to support Trabün SEL program implementation in their respective schools. The results show variations in the commitment and motivation of school principals, the willingness of teachers to participate, communication dynamics among participants, the working environment, and the strategies employed for program support and monitoring. The conclusions of this report carry significant implications for educational institutions promoting SEL programs, emphasizing the importance of effective communication management and the need for diversified support strategies and monitoring approaches tailored to schools of different sizes. | es |
| dc.description | In recent years, numerous studies have delved into the impact of universal and evidence-based Social and Emotional Learning (SEL) programs within the spectrum of pre-primary to secondary education. Implementation nuances significantly influence these programs’ efficacy, with school leaders playing a pivotal role in facilitating their integration into diverse educational contexts. This article presents a multiple case study examining the implementation of the Trabün SEL program in two schools of different sizes. Using a mix of individual and group interviews, this study aims to pinpoint key differences in factors influencing implementation. It also explores the strategies used by school principals and program heads to support Trabün SEL program implementation in their respective schools. The results show variations in the commitment and motivation of school principals, the willingness of teachers to participate, communication dynamics among participants, the working environment, and the strategies employed for program support and monitoring. The conclusions of this report carry significant implications for educational institutions promoting SEL programs, emphasizing the importance of effective communication management and the need for diversified support strategies and monitoring approaches tailored to schools of different sizes. | en |
| dc.format | application/pdf | |
| dc.language | spa | |
| dc.publisher | Consejo Nacional de Educación | es |
| dc.relation | https://www.calidadenlaeducacion.cl/index.php/rce/article/view/1371/804 | |
| dc.rights | Derechos de autor 2023 Calidad en la Educación | es |
| dc.rights | http://creativecommons.org/licenses/by/4.0 | es |
| dc.source | Calidad en la Educación; No. 59 (2023): Revista Calidad en la Educación | en |
| dc.source | Calidad en la Educación; ##issue.no## 59 (2023): Revista Calidad en la Educación | es-AR |
| dc.source | Calidad en la Educación; Núm. 59 (2023): Revista Calidad en la Educación | es |
| dc.source | 0718-4565 | |
| dc.source | 0717-4004 | |
| dc.subject | aprendizaje socioemocional | es |
| dc.subject | programas de aprendizaje socioemocional ASE | es |
| dc.subject | liderazgo educacional | es |
| dc.subject | tamaño del colegio | es |
| dc.subject | investigación cualitativa | es |
| dc.subject | estudio de casos | es |
| dc.subject | Social and Emotional Learning | en |
| dc.subject | SEL Programs | en |
| dc.subject | Educational Leadership | en |
| dc.subject | School Size | en |
| dc.subject | Qualitative Research | en |
| dc.subject | Case Study | en |
| dc.title | Diferencias en la implementación de un programa de aprendizaje socioemocional en escuelas de distinto tamaño | es |
| dc.title | Differences in the Implementation of a Social and Emotional Learning Program in Schools of Varied Sizes | en |
| dc.type | info:eu-repo/semantics/article | |
| dc.type | info:eu-repo/semantics/publishedVersion |
This item appears in the following Collection(s)
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Calidad en la Educación
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