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This document outlines the intersection of Social-Emotional Learning (SEL) and Culturally Responsive Teaching (CRT) in Massachusetts schools, emphasizing the need for culturally sustaining and equitable educational practices in social-emotional competency development.
Year:
N/A
Region / City:
Massachusetts
Topic:
Social-Emotional Learning (SEL), Culturally Responsive Teaching (CRT)
Document Type:
Policy/Guideline
Organization / Institution:
Massachusetts Department of Elementary and Secondary Education
Author:
N/A
Target Audience:
Educators, Administrators, School Leaders, Districts
Period of Validity:
N/A
Approval Date:
N/A
Date of Changes:
N/A
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The product description is provided for reference. Actual content and formatting may differ slightly.
Year:
2023
Region / City:
Elmwood
Theme:
Social-Emotional Learning, Special Education
Document Type:
Case Study
Institution:
Elmwood Elementary School
Author:
School Staff
Target Audience:
Educators, School Counselors, Special Education Professionals
Period of Action:
2023-2024 Academic Year
Approval Date:
Not specified
Date of Changes:
Not specified
Year:
2021
Region / City:
United States
Subject:
Developmental Screening, Early Intervention
Document Type:
Guide
Institution:
Nurse-Family Partnership
Author:
Nurse-Family Partnership
Target Audience:
Health professionals working with infants and toddlers, parents
Period of Validity:
Ongoing
Approval Date:
N/A
Date of Revision:
N/A
Year:
Not specified
Region / City:
Southern Minnesota
Theme:
Early Childhood Education, Social-Emotional Learning
Document Type:
Position Description
Organization:
Southern Minnesota Initiative Foundation
Author:
Not specified
Target Audience:
Individuals interested in AmeriCorps positions, educators, parents
Duration:
Not specified
Approval Date:
Not specified
Date of Changes:
Not specified
Year:
2026
Region / City:
Not specified
Theme:
Social and Emotional Learning, Education
Document Type:
Reflection guide / Educational resource
Institution:
Educational organization / School context
Author:
Not specified
Target Audience:
Students and educators
Competencies:
Self-awareness, Self-management, Social awareness, Relationship skills, Responsible decision-making
Usage Context:
Classroom, virtual learning, blended learning
Developmental Considerations:
Questions adapted by age and developmental stage
Year:
2020
Region / City:
Victoria
Theme:
Culturally safe family dispute resolution
Document type:
Framework
Organization:
Victoria Legal Aid
Author:
Victoria Legal Aid
Target audience:
Aboriginal and Torres Strait Islander clients, staff, and stakeholders
Period of validity:
February 2020 - ongoing
Approval date:
February 2020
Date of amendments:
Not specified
Context:
A framework designed to ensure culturally secure and safe family dispute resolution services for Aboriginal and Torres Strait Islander clients at Victoria Legal Aid.
Year:
Not specified
Region / State:
Wisconsin
Thematic Focus:
Cultural competence and cultural humility in child welfare practice
Document Type:
Training workbook and learning module guide
Issuing Organization:
Wisconsin child welfare training program
Referenced Organization:
National Association of Social Workers (NASW)
Intended Audience:
Child welfare professionals
Delivery Format:
Online modules and virtual Community Huddles via Zoom
Structure:
Prework assignments, online content packets, virtual sessions, and reflective activities
Key Topics:
Cultural identity, bias awareness, NASW Code of Ethics, ethnographic interviewing, intersectionality
Educational Activities:
Life Journey Map reflective exercise, community discussions, supervisor and coach application activities
Duration:
Multiple sessions ranging from 20 to 120 minutes each
Source Type:
Professional training material
Year:
2017–2019
Country:
Australia
Population:
Aboriginal and Torres Strait Islander pregnant women
Health Focus:
Smoking cessation during pregnancy
Programme Name:
ICAN QUIT in Pregnancy (Indigenous Counselling and Nicotine)
Project Team:
Gillian S. Gould; Yael Bar-Zeev; Michelle Bovill; Billie Bonevski; Maree Gruppetta; ICAN QUIT in Pregnancy Pilot Group
Setting:
Aboriginal Medical Services (AMSs) in New South Wales, Queensland, and South Australia
Study Design:
Step-wedge cluster randomised pilot trial
Sample Size:
22 pregnant women; 50 health providers
Intervention Components:
Webinar-based provider training; culturally tailored educational resources (“Wingadhan Birrang”); free oral Nicotine Replacement Therapy
Theoretical Framework:
Behaviour Change Wheel (BCW); COM-B model; Theoretical Domains Framework (TDF)
Stakeholder Engagement:
Community-based participatory research; Stakeholder and Consumer Aboriginal Advisory Panel (SCAAP)
Primary Outcomes:
Feasibility; acceptability; provider knowledge and attitudes; validated smoking abstinence at 12 weeks (13.6%)
Implementation Sites:
Six Aboriginal Medical Services
Expansion Initiative:
SISTAQUIT™ (Supporting Indigenous Smokers To Assist Quitting) cluster randomised controlled trial
Source Type:
Implementation science case study
Year:
2023
Region / City:
Melbourne, Western Victoria
Theme:
Waterways, Community Engagement
Document Type:
Toolkit
Author:
Department of Energy, Environment and Climate Action (DEECA)
Target Audience:
Practitioners, Organisations, Local Governments, Stakeholders
Action Plan:
Waterways of the West
Period of Validity:
Ongoing
Approval Date:
February 2023
Date of Changes:
N/A
Year:
2022
Region / City:
Fresno County
Topic:
Cultural and Linguistic Competence in Healthcare
Document Type:
Self-Assessment
Organization:
Fresno County Behavioral Health
Author:
Not specified
Target Audience:
Healthcare providers and administrators
Effective Period:
Ongoing
Approval Date:
Not specified
Date of Changes:
Not specified
Year:
2025
Region / City:
Auckland
Theme:
Refugee Education, Mental Health, Trauma-Informed Care
Document Type:
Workshop Programme
Organization:
Refugees as Survivors NZ (RASNZ)
Author:
Carolina Millar, Annette Mortensen
Target Audience:
Educators, Social Workers, Health Professionals, Refugee Resettlement Practitioners
Period of Action:
March 14th - August 8th, 2025
Approval Date:
N/A
Date of Changes:
N/A
Year:
2020
Region / City:
United States
Topic:
Postsecondary readiness, education, Black males, culturally responsive practices, school counselors
Document Type:
Research Article
Institution:
Academy of Engineering
Author:
Not specified
Target Audience:
Educators, school counselors, policy makers, researchers
Period of Validity:
Ongoing
Approval Date:
Not specified
Date of Last Revision:
Not specified
Year:
2026
Region:
New Zealand
Topic:
Autism support and education
Document type:
Project overview
Organization:
Altogether Autism, Kanorau Takiwātanga Consultants
Authors:
Jessica Hita, Jamie-Leigh Timoti
Target audience:
Tāngata Whaitakiwātanga, whānau Māori, Māori professionals
Funding:
Te Pou, Your Way | Kia Roha
Delivery methods:
Online survey, marae-based wānanga, online wānanga
Languages:
Te Reo Māori, English
Outcomes:
Free Takiwātanga resources, whanaungatanga, community support networks, cultural engagement
Context:
Project description of autism-related resources developed with a Te Ao Māori perspective, detailing participation, approach, and intended outcomes for Māori communities and whānau.
Year:
2011
Region / City:
United States
Topic:
Disability rights, cultural diversity, self-determination
Document type:
Academic article
Institution:
University of Missouri – St. Louis School of Social Work
Author:
Patricia Welch Saleeby, Ph.D.
Target audience:
Researchers, social workers, disability advocates
Effective period:
N/A
Approval date:
N/A
Date of amendments:
N/A
Year:
2022
Region / City:
Southern states, USA
Topic:
Teaching unity and diversity in social studies
Document type:
Educational resource
Organization / Institution:
Pearson
Authors:
W. C. Parker, T. A. Beck
Target audience:
Social studies educators, elementary school teachers
Period of validity:
Week 3 of a learning module
Date of approval:
Not specified
Date of updates:
Not specified
Year:
2025
Month:
January
Organization:
Culturally Safe Notifications Working Group
Chair:
Linda Renouf
Attendees:
Kym Ayscough, Melissa Browning, Jayde Fuller, Courtney Garrett-Jacky, Martin Robinson, Monica Lambley (proxy for Matthew Hardy)
Apologies:
Alison Archer, Dr Melinda Mann, Kevin Yow Yeh
Secretariat:
Matarley Hutchison
Topics:
Terms of Reference, Working Group Membership, ANU external cultural safety evaluation research project, Indigenous National Special Issues Committees, Recruitment for notifications positions including Cultural Safety Advisors, Other Business
Next Meeting:
21st February 2025
Type of document:
Meeting Communique
Context:
Internal working group communique summarizing discussions, decisions, attendees, apologies, and upcoming meetings for a January 2025 session.
Year:
2026
Institution:
University of North Texas
Course Code:
EDCI 5020
Instructor:
Dr. Nazia Khan
Mode:
Online
Audience:
Graduate students in education
Office Location:
Mathews Hall Room 204E
Office Hours:
Monday & Tuesday 12 pm – 3 pm, additional by request
Email:
[email protected]
Course Objectives:
Investigate curriculum perspectives, analyze social and cultural contexts, develop inclusive teaching strategies
F-1 Visa Regulations:
Limited fully-online semester credit hours apply for full-time status
Accessibility:
Students with verified disabilities can request reasonable accommodations through the Office of Disability Access
Assessment:
Final exam and coursework as described in the syllabus
Type of Source:
Course syllabus / academic document
Year:
2023
Region / City:
Bocking
Subject:
Education
Document Type:
Curriculum Policy
Organization:
Bocking School
Author:
Not specified
Target Audience:
Educators, Parents, Students
Duration:
Ongoing
Approval Date:
Not specified
Amendment Date:
Not specified
Year:
2021
Region / city:
North America, U.S. Territories, and Protectorates
Subject:
Plant Data, Ethnobotany, Conservation
Document Type:
Database, Guide
Author:
National Plant Data Team (NPDT)
Target Audience:
Researchers, Native American Tribes, Botanists, Conservationists
Period of Validity:
Ongoing
Date of Approval:
2021
Date of Modifications:
Ongoing
Acknowledgments:
John Kartesz, Luc Brouillet, Robert Egan, Theodore Esslinger, Lewis Anderson, Molly McMullen, Ray Stotler, Barbara Crandall-Stotler, Mark Skinner, Dieter Wilken, M. Kat Anderson
Contributors:
Native American tribal groups, NRCS Plant Material Centers, University specialists
Image Rights:
Copyrighted and non-copyrighted images used with attribution
Cultural Context:
Indigenous knowledge, traditional gathering practices, cultural significance of plants
Endangered Species:
Endangered, Threatened, and Rare Plants
Invasive Species:
Invasive/Noxious Weeds
Wetland Indicator:
Wetland Indicator Status
Taxonomy:
Detailed Taxonomic Data
Plant Characteristics:
Growth habits, native status
Conservation:
Conservation efforts and plant protection
Resource Access:
Accessible online at http://plants.usda.gov
Type of document:
Evaluation rubric
Framework:
High-Leverage Practices
Primary focus:
HLP 7
Embedded practices:
HLP 8, HLP 9, HLP 13, HLP 14, HLP 15, HLP 17, HLP 18, HLP 19, HLP 21
Educational context:
Inclusive and special education
Performance levels:
Ineffective, Approaching Effective, Effective, Highly Effective
Key dimensions:
Expectations, Organization, Teacher Tone, Structure, Student Characteristics, Teacher Feedback
Target population:
Students with disabilities
Referenced organizations:
Council for Exceptional Children; CEEDAR Center; GMU TTAC Region 4
Referenced years:
2019–2024
Geographic reference:
United States
Year:
2021-2025
Region / city:
New South Wales, Australia
Topic:
Aboriginal and Torres Strait Islander education, culturally responsive practice
Document type:
Teacher resource
Organization / institution:
NSW Department of Education
Author:
Not specified
Target audience:
Educators, teachers, early childhood professionals
Period of validity:
2021-2025
Approval date:
Not specified
Date of amendments:
Not specified