Muddy sensemaking: Making sense of socio-emotional skills amidst a vague policy context

Muddy sensemaking: Making sense of socio-emotional skills amidst a vague policy context

Education laws and policies have moved toward promoting socio-emotional (SEL) skills, adopting numerous terminologies in their standards. However, the incremental change has left compensatory education practitioners who are committed to promoting SEL opportunities with little guidance when the progr...

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Bibliographic Details
Main Author: Raquel Muñiz
Format: Article
Language:English
Published: Arizona State University 2020-08-01
Series:Education Policy Analysis Archives
Subjects:
compensatory education
educational legislation
policy
praxis
qualitative research
educational equity
Online Access:https://epaa.asu.edu/ojs/article/view/5235

Internet

https://epaa.asu.edu/ojs/article/view/5235

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