Relevant bibliographies by topics / Social learning theory

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Social learning theory'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 March 2023

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Journal articles on the topic "Social learning theory"

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KROHN, MARVIN D. "Social Learning Theory:." Theoretical Criminology 3, no. 4 (November 1999): 462–76. http://dx.doi.org/10.1177/1362480699003004006.

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Hanna, Richard C., Victoria L. Crittenden, and William F. Crittenden. "Social Learning Theory." Journal of Marketing Education 35, no. 1 (January 31, 2013): 18–25. http://dx.doi.org/10.1177/0273475312474279.

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Blair, Jo Ellen. "Social Learning Theory." AAOHN Journal 41, no. 5 (May 1993): 245–49. http://dx.doi.org/10.1177/216507999304100506.

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Thyer, Bruce A., and Laura L. Myers. "Social Learning Theory." Journal of Human Behavior in the Social Environment 1, no. 1 (January 1998): 33–52. http://dx.doi.org/10.1300/j137v01n01_03.

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Decker, Phillip J. "Social Learning Theory and Leadership." Journal of Management Development 5, no. 3 (March 1986): 46–58. http://dx.doi.org/10.1108/eb051615.

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Hironimus-Wendt, Robert J., and Larry Lovell-Troy. "Grounding Service Learning in Social Theory." Teaching Sociology 27, no. 4 (October 1999): 360. http://dx.doi.org/10.2307/1319042.

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Brauer, Jonathan R., and Charles R. Tittle. "Social Learning Theory and Human Reinforcement." Sociological Spectrum 32, no. 2 (March 2012): 157–77. http://dx.doi.org/10.1080/02732173.2012.646160.

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Lersch, Kim Michelle. "Social learning theory and academic dishonesty." International Journal of Comparative and Applied Criminal Justice 23, no. 1 (March 1999): 103–14. http://dx.doi.org/10.1080/01924036.1999.9678635.

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Howell, Charles. "Democratic Education and Social Learning Theory." Philosophy of Education 61 (2005): 161–70. http://dx.doi.org/10.47925/2005.161.

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Tu, Chih-Hsiung. "On-line learning migration: from social learning theory to social presence theory in a CMC environment." Journal of Network and Computer Applications 23, no. 1 (January 2000): 27–37. http://dx.doi.org/10.1006/jnca.1999.0099.

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Dissertations / Theses on the topic "Social learning theory"

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Zhang, Min. "Essays in social learning." Thesis, London School of Economics and Political Science (University of London), 2015. http://etheses.lse.ac.uk/3116/.

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This thesis contains two theoretical essays built upon the canonical models of social learning, and one that applies social learning theory to durable goods markets. The first chapter, "Non-Monotone Observational Learning", revisits the canonical social-learning model that rationalizes herding in the long run, to investigate the possibility of non-imitative behavior in the short run generated by non-monotone learning: ceteris paribus, when some predecessor(s) switch to actions revealing greater confidence in one state of the world, agents become less confident in that state. I characterize conditions on the underlying information structures that lead to non-monotone learning. In particular, in a general setting with continuous private signals, I provide a necessary condition for non-monotone learning with an argument for its plausibility, as well as two non-restrictive suffient conditions that do not rely on parametrization. The second chapter, "Does Public Information Disclosure Help Social Learning?", studies the effect of releasing exogenous public information in the canonical social-learning model that predicts incomplete learning. To improve social learning, I show that it is weakly better to postpone the disclosure of a public signal irrespective of its precision. However, such weak monotonicity no longer holds if the objective is to maximize the discounted sum of people's expected payoffs or if the model goes beyond the canonical binary setting. On the other hand, it is suboptimal to ever release a public signal less precise than people's private signals even if sophisticated releasing strategies are allowed. The last chapter, "Learning and Price Dynamics in Durable Goods Markets", is joint work with Francesco Palazzo. We study how markets for durable goods with unobservable and time-varying aggregate market conditions determine price dynamics with market participants constantly learning from public observations. We set up a dynamic auction model with two key features: first, agents enjoy heterogeneous private use values and later resell the asset; second, prices do not incorporate all available information dispersed in the economy. Informational frictions slow down learning and affect price movements asymmetrically across high and low aggregate demand states. Learning and the resale motive are the predominant force for durable goods with short resale horizons, slow time varying aggregate demand, and similar use values across agents.
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Gyamerah, Jacquelyn. "Adolescent cigarette smoking and social learning theory /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487929745335807.

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Stevenson, Geoffrey. "Learning to preach : social learning theory and the development of Christian preachers." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/5469.

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In this thesis I investigate contemporary education theory as a way of understanding formative influences in the development of Christian preachers. I suggest that concepts of communities of practice and legitimate peripheral participation, along with recognition of role models and mentors, have a part to play in the life-long project that is learning to preach. In my Introduction I consider a definition of preaching for the purpose of the research and some historical approaches to developing preachers. I examine in Chapter 2 adult learning principles and cognitively-oriented concepts, such as learning styles and the theory of multiple intelligences. In Chapters 3 and 4 social learning theories that I examine include imitation, the effect of role models, and the influence of the mentor or the coach. Further, I ask to what extent the development of the preacher, as in many other professions with agreed standards of competency, does and should take place within communities of practice where legitimate peripheral participation (as developed in the work of Jean Lave and Etienne Wenger) marks the developing preacher‘s sense of his or her own learning trajectory. After a fifth chapter on methodologies, these concepts are tested in three field studies that use a range of sociological research methods. I conduct in Chapter 6 quantitative analysis of questionnaires returned by Church of Scotland ministers, in Chapter 7 qualitative analysis of the published testimony of fifteen experienced preachers, and in Chapter 8 qualitative analysis of interviews with twelve young Methodist preachers. In my conclusion I develop a theologically nuanced version of Lave and Wenger‘s concept which I term a community of agreed sermonic enterprise. Principal practical recommendations deriving from this centre on creating supportive networks of reflective preaching practitioners, enhancing the provision of mentor-mentee relationships, and educating congregations for their role in shaping preachers.
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Jindani, Sam. "Social norms and learning in games." Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:90268309-1920-4f1d-a769-f50783f435be.

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Duelling The norm of duelling endured for hundreds of years in Europe. In the United Kingdom it disappeared abruptly in the mid-nineteenth century, whereas in France it declined slowly. I present a simple model of social norms that explains these phenomena. The model predicts that the evolution of norms is characterised by tipping, whereby norms can shift suddenly due to shocks, and by a ratchet effect, whereby changes in parameters can cause norms to decline gradually. I show that the model can be supported by an equilibrium of a repeated game, with no special assumptions about preferences. Community enforcement using modal actions I prove two folk theorems for repeated games with random matching. A large group of players is rematched at random each period, so that players who deviate must be sanctioned by third parties. Previous analyses have either relied on strong assumptions about information transmission, or have been limited to equilibria that are not robust to noise or in which players are indifferent. I use a simple construction based on modal actions to obtain results for strict and robust equilibria. Learning repeated-game strategies The literature on boundedly rational learning has tended to focus on stagegame actions. I present a stochastic learning rule for repeated-game strategies. Players form beliefs about their opponent’s strategy based on past actions and best-respond. Occasionally, they make mistakes and experiment, and I show that the equilibrium selected depends on exactly how players make mistakes. Simple specifications of the learning rule yield intuitive selection results: the maxmin, or Rawlsian, outcome; the Nash bargaining solution; the maximum of the sum of payoffs; and a generalisation of risk dominance.
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Youse, Keith. "LOCUS OF CONTROL AND ACADEMIC ACHIEVEMENT: INTEGRATING SOCIAL LEARNING THEORY AND EXPECTANCY-VALUE THEORY." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/161627.

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School Psychology
Ph.D.
The current study examines predictors of math achievement and college graduation by integrating social learning theory and expectancy-value theory. Data came from a nationally-representative longitudinal database tracking 12,144 students over twelve years from 8th grade forward. Models for math achievement and college graduation were tested through structural equation modeling. Consistent with earlier research, previous math achievement predicted both outcomes. Performance expectancies and task-specific self-concept respectively predicted math achievement and college graduation, although the contribution of task-specific self-concept was smaller than shown in previous research. The social learning theory concept of behavior potential was found to be a predictor of college graduation but not math achievement. Limitations and implications are discussed, with a focus on future research questions.
Temple University--Theses
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Solakoglu, Ozgur. "Can Akers’ Social Structure and Social Learning Theory Explain Delinquent Behaviors Among Turkish Adolescents?" Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804850/.

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The aim of this study was to examine to what extent Social Structure and Social Learning Theory (SSSL) explains delinquent behaviors among Turkish adolescents. While Social Structure and Social Learning (SSSL) Theory have been examined quite frequently in the criminology and sociology literature, the present study is unique as it tests the theory in Turkey, a context with a mixed Islamic and Secular cultural structure. The data originates from a survey conducted in Istanbul in 2008 by the Icelandic Centre for Social Research and Analysis (ICSRA) under the auspices of their Youth in Europe project. The sample includes 2,445 Turkish high school students. The dependent variable includes a 13-item delinquency scale, and the independent variables consist of differential association, costs and rewards of differential reinforcement, definitions, imitation, differential location in the social structure, and differential social location of groups. The statistical analyses were conducted using a negative binomial regression approach. Results demonstrated that differential association (peer delinquency) is positively associated with delinquent behaviors among Turkish adolescents. In addition, there is a significant and positive relationship between norms/beliefs that favor delinquency and delinquent behaviors. Moreover, parental reaction, a measure of differential reinforcement, has a negative impact on delinquency. Imitation variables, which include witnessing an argument and witnessing violence in the family, also appear as significant predictors for delinquency. Gender is the only social structure variable significantly related to delinquent behaviors. Furthermore, results indicated that social learning variables mediated the relationship between social structure and delinquent behaviors. Policy implications and suggestions for further studies are also provided at the end of the dissertation.
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Rasch, Dana. "Service-Learning and the Promotion of Social Responsibility." Scholarly Repository, 2008. http://scholarlyrepository.miami.edu/oa_dissertations/45.

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A number of scholars have identified a crisis in the field of education. Namely, students today are more self-absorbed and individualistic than ever before. In other words, they have few social commitments and lack a sense of community. This lack of social responsibility is particularly problematic in Colombia, where a privileged few enjoy all the spoils and the elite youth are groomed as the future leaders of the country. For many, hope is all but lost on these socially irresponsible students. On the other hand, some planners and critics believe that service-learning -- which connects community service to the classroom -- is a remedy for this lack of social solidarity. With this in mind, service-learning has become increasingly popular during the past decade all over the globe, and particularly in Latin American countries such as Colombia. This research project is an evaluation of the service-learning program at one of the most elite high schools in Colombia. The project has two specific aims: (1) to document the impact of the program on the attitudes and behaviors of the students and (2) to assess the quality of the implementation of the program. In order to achieve these aims, three data collection methods -questionnaires, interviews, and focus groups - were used to paint a holistic picture of the program. Furthermore, a theoretical model of service-learning was developed as a benchmark to evaluate the program. The results revealed that the service-learning program was having a minimal impact on students' attitudes and behaviors. In fact, the analysis showed that in many instances the program was simply reinforcing stereotypes and solidifying the social division in Colombia. The failure to achieve the desired outcomes may have been due to the fact that the program did not fulfill many of the required expectations of service-learning. In the final chapter, specific recommendations are given to improve the program.
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Ghali, Fawaz. "Social personalized e-learning framework." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/35247/.

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This thesis discusses the topic of how to improve adaptive and personalized e-learning in order to provide novel learning experiences. A recent literature review revealed that adaptive and personalized e-learning systems are not widely used. There is a lack of interoperability between adaptive systems and learning management systems, in addition to limited collaborative and social features. First of all, this thesis investigates the interoperability issue via two case studies. The first case study focuses on how to achieve interoperability between adaptive systems and learning management systems using e-learning standards and the second case study focuses on how to augment e-learning standards with adaptive features. Secondly, this thesis proposes a new social framework for personalized e-learning, in order to provide adaptive and personalized e-learning platforms with new social features. This is not just about creating learning content, but also about developing new ways of learning. For instance, in the presented vision, adaptive learning does not refer to individuals only, but also to groups. Furthermore, the boundaries between authors and learners become less distinct in the Web 2.0 context. Finally, a new social personalized prototype is introduced based on the new social framework for personalized e-learning in order to test and evaluate this framework. The implementation and evaluation of the new system were carried out through a number of case studies.
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Cortese, Juliann. "A social cognitivist view of hypermedia learning." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1117124538.

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Thesis (Ph.D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xv, 201 p.; also includes graphics. Includes bibliographical references (p. 191-201). Available online via OhioLINK's ETD Center
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Riem, R. G. A. "Children learning to count : A social psychological reappraisal of cognitive theory." Thesis, University of Kent, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.371143.

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Books on the topic "Social learning theory"

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Canaan, Joyce E., Harris David, and Jon Cope. Learning and teaching social theory. Birmingham: C-SAP, 2006.

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Boström, Ann Kristin. Lifelong learning, intergenerational learning, and social capital: From theory to practice. [Stockholm]: Institute of International Education, Stockholm University, 2002.

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Peter, Jarvis. Towards a comprehensive theory of human learning. London : New York: Routledge, 2006.

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Andrews, Richard, 1953 Apr. 1-, ed. E-learning theory and practice. Los Angeles: Sage, 2011.

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1966-, Kumpulainen Kristiina, and Wray David 1950-, eds. Classroom interaction and social learning: From theory to practice. London: Routledge/Falmer, 2002.

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Nick, Gould, and Taylor Imogen, eds. Reflective learning for social work: Research, theory and practice. Aldershot, Hants, England: Arena, 1996.

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Kumpulainen, Kristiina. Classroom Interactions and Social Learning: From Theory to Practice. Hoboken: Taylor and Francis, 2012.

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Ginsburg, Evelyn Harris. Effective interventions: Applying learning theory to school social work. New York: Greenwood Press, 1990.

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K, Levine David, ed. The theory of learning in games. Cambridge, Mass: MIT Press, 1998.

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Social learning and social structure: A general theory of crime and deviance. Boston: Northeastern University Press, 1998.

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Book chapters on the topic "Social learning theory"

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Levesque, Roger J. R. "Social Learning Theory." In Encyclopedia of Adolescence, 2801. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_609.

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Selinger, Stanley. "Social Learning Theory." In Encyclopedia of Couple and Family Therapy, 2704–7. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-49425-8_57.

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Akers, Ronald L., and Wesley G. Jennings. "Social Learning Theory." In The Handbook of Criminological Theory, 230–40. Hoboken, NJ: John Wiley & Sons, Inc, 2015. http://dx.doi.org/10.1002/9781118512449.ch12.

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Daugherty, Brittany. "Social Learning Theory." In Encyclopedia of Immigrant Health, 1362–63. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4419-5659-0_712.

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Hammer, Tonya R. "Social Learning Theory." In Encyclopedia of Child Behavior and Development, 1396–97. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2695.

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Selinger, Stanley. "Social Learning Theory." In Encyclopedia of Couple and Family Therapy, 1–4. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-15877-8_57-1.

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Lyons, Sherry D., and Zane L. Berge. "Social Learning Theory." In Encyclopedia of the Sciences of Learning, 3116–18. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_1257.

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Rotter, Julian B. "Social Learning Theory." In Expectations and Actions, 241–60. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003150879-12.

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Franklin, Leanne. "Social learning theory." In Gender, 111–22. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-36737-1_9.

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Gavazzi, Stephen M. "Social Learning Theory." In Families with Adolescents, 57–64. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-8246-9_7.

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Conference papers on the topic "Social learning theory"

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Stanescu, Liana, Veronica Dan, and Marius Brezovan. "Social learning environment based on social learning graphs formalism." In 2016 20th International Conference on System Theory, Control and Computing (ICSTCC). IEEE, 2016. http://dx.doi.org/10.1109/icstcc.2016.7790769.

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Inan, Yunus, Mert Kayaalp, Emre Telatar, and Ali H. Sayed. "Social Learning under Randomized Collaborations." In 2022 IEEE International Symposium on Information Theory (ISIT). IEEE, 2022. http://dx.doi.org/10.1109/isit50566.2022.9834621.

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Gong, Yue-Jiao, Jun Zhang, and Yun Li. "From the social learning theory to a social learning algorithm for global optimization." In 2014 IEEE International Conference on Systems, Man and Cybernetics - SMC. IEEE, 2014. http://dx.doi.org/10.1109/smc.2014.6973911.

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Kanoria, Yashodhan, and Omer Tamuz. "Tractable Bayesian social learning on trees." In 2012 IEEE International Symposium on Information Theory - ISIT. IEEE, 2012. http://dx.doi.org/10.1109/isit.2012.6284016.

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Lalitha, Anusha, Anand Sarwate, and Tara Javidi. "Social learning and distributed hypothesis testing." In 2014 IEEE International Symposium on Information Theory (ISIT). IEEE, 2014. http://dx.doi.org/10.1109/isit.2014.6874893.

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Salamah, Umi, Nuril Mufidah, Idrus Muchsin Bin Agil, and Iffah Maulana Putri Hanum Soumena. "Application of Behavioristic Learning Theory in Learning “Ta’lim Afkar”." In International Conference on Engineering, Technology and Social Science (ICONETOS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210421.090.

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Efgivia, M. Givi, R. Y. Adora Rinanda, Suriyani, Aang Hidayat, Irfan Maulana, and Anthon Budiarjo. "Analysis of Constructivism Learning Theory." In 1st UMGESHIC International Seminar on Health, Social Science and Humanities (UMGESHIC-ISHSSH 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211020.032.

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Le, Tho Ngoc, Vijay G. Subramanian, and Randall A. Berry. "Are imperfect reviews helpful in social learning?" In 2016 IEEE International Symposium on Information Theory (ISIT). IEEE, 2016. http://dx.doi.org/10.1109/isit.2016.7541667.

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Song, Shiyu. "Learning in an Online Environment: Remapping Social Cognitive Theory." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1444654.

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Brown, Lyn Mikel. "Student Empowered Social Emotional Learning: From Theory to Practice." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1441795.

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Reports on the topic "Social learning theory"

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Shaw, Kristi Lee, and Geoff Bridgman. Creating Appreciation and Community Support for Mothers Caring for a Child with an Anxiety Disorder. Unitec ePress, February 2023. http://dx.doi.org/10.34074/mono.097.

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This research examined a unique approach to anxiety disorder, one of the most prevalent and growing mental health concerns internationally. It uncovered the mostly invisible and challenging experiences of mothers caring for a child with an anxiety disorder and the value of their reciprocal relationships with their children for both their health and wellbeing. In addition, it explored social identity in making meaningful connection using a generative action-oriented social approach to address anxiety in the community. An appreciative inquiry, using social constructionist theory, and underpinned by elements of kaupapa Māori values, was utilised to explore the research questions. The data was collected via paired interviews, focus groups and small questionnaires with three to four mothers, after which thematic analysis was undertaken to identify important themes.There were four key themes discovered in the findings: (1) the mothers’ ongoing and challenging experiences of being silenced and isolated on the fringes, navigating the quagmire of social and institutional systems to help them help their children; (2) the mothers’ learning to cope by creating calm in the home, the child, and in themselves, often requiring them to ‘suspend’ their lives until their children become more independent; (3) the mothers employing a mother as advocate identity to face the challenges, and co-creating a mother as advocate group identity to continue to face those challenges to design a collective initiative;and (4) the value of freedom that the mothers experienced participating in the appreciative inquiry process with other mothers facing similar challenges and sharing their stories.This study demonstrates how appreciative inquiry is aligned with and supports the value of social identity theory and creating meaningful connections to help position and address anxiety disorder in the community. A key insight gained in this study is that our current social and institutional systems create disconnection in many facets of Western life, which contributes to the generation and perpetuation of stigmatisation, isolation and anxiety disorder. Within a Western capitalistic and individualistic culture, mental illness has become predominantly pathologised and medicated, positioning anxiety disorder within the child, and relegating the social dimension of the biopsychosocial approach as almost irrelevant. As mothers in this system spend valuable energy advocating for more support for their children, they put their own mental health at risk. There is no one solution; however, this study demonstrates that when mothers are supported through an appreciative inquiry process, strengthening their personal and social identities, there is the potential for health and wellbeing to increase for them, their children and the community.
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Greenberg, Mark. Evidence for Social and Emotional Learning in Schools. Learning Policy Institute, February 2023. http://dx.doi.org/10.54300/928.269.

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There is a consensus among educators, parents, and policymakers that education should include a focus on supporting essential social and emotional capacities to help children navigate the world successfully. To develop these competencies, many schools adopt social and emotional learning programs. This report reviews the findings from 12 meta-analyses on school-based SEL programs. Across these studies, there is a consistent, reliable effect of tested, evidence-based SEL programs on students’ social, emotional, behavioral, and academic outcomes in PreK–12th grade, including the development of social and emotional skills, improved academic engagement and performance, growth of positive social behaviors, and lower rates of behavior problems and psychological distress. These findings are applicable across gender, ethnicity and race, income, and other demographic variables.
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Devereux, Stephen, and Anna Wolkenhauer. Agents, Coercive Learning, and Social Protection Policy Diffusion in Africa. Institute of Development Studies (IDS), December 2021. http://dx.doi.org/10.19088/ids.2021.068.

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This paper makes theoretical, empirical, and methodological contributions to the study of social policy diffusion, drawing on the case of social protection in Africa, and Zambia in particular. We examine a range of tactics deployed by transnational agencies (TAs) to encourage the adoption of cash transfers by African governments, at the intersection between learning and coercion, which we term ‘coercive learning’, to draw attention to the important role played by TA-commissioned policy drafting, evidence generation, advocacy, and capacity-building activities. Next, we argue for making individual agents central in the analysis of policy diffusion, because of their ability to reflect, learn, and interpret policy ideas. We substantiate this claim theoretically by drawing on practice theories, and empirically by telling the story of social protection policy diffusion in Zambia through three individual agents. This is complemented by two instances of self-reflexivity in which the authors draw on their personal engagements in the policy process in Zambia, to refine our conclusions about the interplay of structure and agency.
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Bayley, Stephen, Darge Wole Meshesha, Paul Ramchandani, Pauline Rose, Tassew Woldehanna, and Louise Yorke. Socio-Emotional and Academic Learning Before and After COVID-19 School Closures: Evidence from Ethiopia. Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/082.

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This paper presents the findings of research undertaken in Ethiopia to examine the effects of COVID-19 school closures on children’s holistic learning, including both socio-emotional and academic learning. It draws on data collected in 2019 (prior to the pandemic) and 2021 (after schools reopened) to compare primary pupils’ learning before and after the school closures. In particular, the study adapts self-reporting scales that have been used in related contexts to measure Grade 3 and 6 children’s social skills, self-efficacy, emotional regulation and mental health and wellbeing, along with literacy and numeracy. Lesson observations were also undertaken to explore teachers’ behaviours to foster socio-emotional learning (SEL) in the classroom. The findings advance current knowledge in several respects. First, they quantify the decline in Ethiopian pupils’ social skills over the period of the school closures. Second, they identify a significant and strong relationship between learners’ social skills and their numeracy, even after taking other factors into account. Third, they reveal a significant association between children’s social skills and their mental health and wellbeing, highlighting the importance of interpersonal interactions to safeguard children’s holistic welfare. The paper concludes by proposing a model for understanding the relationship between learners’ SEL and academic outcomes, and with recommendations for education planning and practice, in Ethiopia and elsewhere.
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Freed, Danielle. K4D’s Tax and Gender Learning Journey Boosting Social Reform in Pakistan. Institute of Development Studies, September 2022. http://dx.doi.org/10.19088/k4d.2022.163.

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As a means to reduce discrimination and promote the economic empowerment of women, there is a growing understanding that tax policy, tax administration and tax research need to be gender transformative. Recognising this need, the Foreign, Commonwealth and Development Office (FCDO) is reshaping and building its approach to tax and gender programming. K4D’s Tax and Gender Learning Journey brought together tax and gender teams to identify other tax and gender stakeholders and collaboratively craft a future approach to tax and gender for FCDO and partners. Initial exploration of the early impact from activities that have taken place amongst partner organisations in Pakistan suggests K4D’s inputs have the potential to bolster intended social reforms across the country’s revenue and other government departments.
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Carter, Becky. Analysing Intersecting Social Inequalities in Crisis Settings. Institute of Development Studies (IDS), January 2022. http://dx.doi.org/10.19088/k4d.2022.003.

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Analysis of intersecting social inequalities is key to effective, inclusive interventions in crisis settings. Gender equality and social inclusion analytical frameworks provide key research questions and participatory methodologies which seek to understand: Who is excluded? How are they excluded? Why are they excluded? What can be done to address this and support greater inclusion? There is a focus on underlying power dynamics, drivers of marginalisation, and entry points for external support. This rapid review presents a summary of relevant analytical frameworks and good practice for analysing intersecting social inequalities in crisis settings. The focus is on how to undertake contextual analysis of the vulnerabilities and needs of people in crises that are shaped by overlapping and compounding social inequalities, arising from discrimination based on gender, age, disability, sexual orientation, gender identity and/or expression and sex characteristics, ethnicity and religion (among other identifiers). The review draws on and presents prior research that identified relevant analytical frameworks, learning and key resources on how to undertake this type of analysis, through a rapid literature search and input by key experts. It summarises a range of frameworks relevant for analysing intersecting social inequalities in crisis settings, developed for various development, humanitarian and peacebuilding objectives. It was harder to find published learning from undertaking this analysis that focuses specifically on crisis settings, but it was possible to draw findings from some individual case studies as well as relevant summaries of learning presented in the analytical frameworks and other guidance materials.
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Schell, Laurie. Introduction to Case-making and Systems Change in Arts & Cultural Education. Creative Generation, February 2022. http://dx.doi.org/10.51163/creative-gen009.

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Introduction to Case-making and Systems Change in Arts & Cultural Education is an overview of a collaborative project between Creative Generation and ElevateArtsEd undertaken to better understand how practitioners - such as artists, educators, community leaders, and more - can make the case for and also advocate through arts and culture to drive systemic change and address complex challenges. The project seeks to expand the knowledge base of case-making and systems change in the field of arts and cultural education and provide resources to support effective actions for practitioners and young creatives. Investigating both the theory and the practice of case-making, the introductory article draws on research from three distinct sectors: cultural, education, and social justice. The approach represents both the science of advocacy-- building blocks for understanding what effective advocacy looks like-- and the art of advocacy with calls for improvisation, adaptability, and generative thinking, all characteristics of art making. The article describes six key learning themes and an expanded model for advocacy focused on self, field, and sector through an overarching lens of social justice.
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Seferis, Louisa, and Paul Harvey. Accountability in Crises: Connecting Evidence from Humanitarian and Social Protection Approaches to Social Assistance. Institute of Development Studies (IDS), March 2022. http://dx.doi.org/10.19088/basic.2022.013.

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Social assistance in crises, whether part of a social protection system or driven by humanitarian needs, provides crucial support to people affected by disaster and conflict. Accountability is a central component of delivering effective social assistance. The increasing emphasis on reinforcing social protection in fragile contexts and the Grand Bargain ‘participation revolution’ workstream suggest the need for a fresh look at accountability frameworks and how they play out in practice for the people they aim to serve. This paper seeks to connect evidence from humanitarian and development accountability approaches to better understand the linkages and disconnects, and to identify opportunities for future research and learning.
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Seferis, Louisa, and Paul Harvey. Accountability in Crises: Connecting Evidence From Humanitarian and Social Protection Approaches to Social Assistance. Institute of Development Studies (IDS), February 2022. http://dx.doi.org/10.19088/basic.2022.026.

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Social assistance in crises, whether part of a social protection system or driven by humanitarian needs, provides crucial support to people affected by disaster and conflict. Accountability is a central component of delivering effective social assistance. The increasing emphasis on reinforcing social protection in fragile contexts and the Grand Bargain ‘participation revolution’ workstream suggest the need for a fresh look at accountability frameworks and how they play out in practice for the people they aim to serve. Approaches to accountability are usually researched and analysed separately as part of social protection, humanitarian, or governance (citizenship) responses in fragile contexts. This brief therefore seeks to connect evidence from humanitarian and development accountability approaches to better understand the linkages and disconnects, as well as to identify opportunities for future research and learning.
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Knight, Ruth, and Kylie Kingston. Gaining feedback from children in The Love of Learning Program. Queensland University of Technology, November 2020. http://dx.doi.org/10.5204/rep.eprints.206154.

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This report details both the process undertaken to develop an evaluation instrument that can collect feedback from children in the Love of Learning program and feedback the children have provided. A total of 178 children who are beneficiaries of the program completed the survey, and 91% confirmed the program was positively supporting them. They provided their feedback using a 20-question survey which measured four protective factors that previous research suggests supports children to engage with and enjoy learning, helping them to thrive in school and life. The protective factors are known to foster social, emotional, and academic development and success. There is a strong positive association between these factors, and the results of the survey suggest the Love of Learning program is influencing children's attitude towards learning and school. This report highlights some of the design challenges and complexities when engaging children in participatory evaluation. Importantly, to ensure children are given an opportunity to provide feedback, they must be supported by their foster carer who need to also feel informed and confident to be part of the evaluation process and empower children to speak up. Further research will now be conducted to implement the evaluation process more widely and ascertain if the protective factors improve a child’s health, educational engagement, and performance.
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