Call for Special Issue: Culturally Responsive-Sustaining Social and Emotional Learning
Culturally Responsive-Sustaining Pedagogy (CRSP) focuses on promoting equality across racial and ethnic communities as well as ensuring equal educational access and opportunity. Social and Emotional Learning (SEL) is a process through which individuals acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.
School settings are becoming more diverse, with students with and without disabilities, students from all racial and cultural backgrounds, students who are not native English speakers and students who speak several dialects of American English, youth of a range of sexual orientations, and youth from all socioeconomic backgrounds, and students who might have different behavioral norms. It is imperative for educators to help develop the whole child, and with the intersection of CRSP and SEL, students of diverse backgrounds can gain a stronger sense of self, which can foster social and emotional development and improve learning outcomes. In this special issue of Excelsior, we would like to examine the best practices for culturally responsive and sustaining social and emotional learning for (multiply) marginalized students. We are soliciting manuscripts, research-to-practice briefs, policy analysis, commentaries, and other pieces related to a variety of culturally responsive and sustaining practices and social and emotional learning that can help teachers enhance students’ social, emotional, and academic learning.
Deadline for Submission: December 1, 2022
Excelsior: Leadership in Teaching and Learning is a peer-reviewed, fully open-access journal provided by the professional association NYACTE (New York Association of Colleges for Teacher Education). The Journal welcomes original, thought-provoking manuscripts of various formats, including papers presenting research on issues and practices important to teacher education that contribute to the preparation and professional development of educators.
Excelsior: Leadership in Teaching and Learning became a fully online, open-access journal in 2018. There are no fees to submitting authors for article processing charges, publication charges, or otherwise, and a subscription is unnecessary to read. All articles as of Issue 11, Volume 1, 2018 are open-access. Back issues of Excelsior are currently available only in print. Contact the editors if you have questions on the back issues.
Excelsior: Leadership in Teaching and Learning is supported by NYACTE and sponsored by the Syracuse University Libraries.
Current Issue: Volume 14, Issue 2 (2022)
“We Can Position Ourselves as Experts”: Teachers Learning to Write and Publish on National Blogs
Henry "Cody" Miller and Gage Jeter
Guns, Classrooms, and Politics: Eliciting and Reflecting Upon Education Student Beliefs in the Age of School Shootings
James K. Rigney and Gage Jeter
Implementation of a Student Research Group with Undergraduate Preservice Teachers
Melissa S. Martin, Alison Puliatte, and Emily Blankenship Bostedor
Tapping into the Potential of Student Engagement with Universal Design for Learning in Pedagogical Courses
Lin Lin and Krystal A. Barber
Addressing English Learner Teacher Shortage: Conceptualizing Collaborative Efforts Between K–12 Schools and Higher Education
Rui Niu-Cooper, Tom Reeder, Mayda Bahamonde-Gunnell, Shirley Johnson, and Carol Lautenbach
Book Review: Going Gradeless, Grades 6–12: Shifting the Focus to Student Learning
Ana De Jesús and Alesia Mickle Moldavan