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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| Format: | Article |
| Language: | English |
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Arizona State University
2020-08-01
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| Series: | Education Policy Analysis Archives |
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| Online Access: | https://epaa.asu.edu/ojs/article/view/5235 |