{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2024,9,6]],"date-time":"2024-09-06T19:32:07Z","timestamp":1725651127276},"reference-count":13,"publisher":"SGEM WORLD SCIENCE (SWS) Scholarly Society","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2021,10,25]]},"abstract":"<jats:p> Teachers should be proud of their students for their resilience, patience, and successes during this unique challenging learning environment. Teaching quality varied substantially and adaptations for remote learning were inconsistent. There were different forms of inequality in access and opportunity for students of disadvantaged and\/or marginalized groups (e.g. internet connectivity, parent support, different time zones). \nHow could this context influence the proportion of students who could be classified as underprepared for virtual education? \nThere have been increased disparities or disproportionate learning loss for disadvantaged or marginalized groups. Take the example of my students who come from Africa and did not have a laptop with them while living in the campus. At first, they complained it was very hard for them to get familiar to the platform we used for teaching. \nEducation technology may be a key resource in addressing a potential influx of under prepared first-year college and university students with a wider range of academic ability. \nIn this particular context of international students enrolled in the program for learning Romanian as a Foreign Language, it is evident that all teachers wanted to be the best for their students only to end up frustrated and exhausted at the end of the day. I often felt that I was more concerned for their success than they did and, when I was discussing with them, they could not understand why I was so worried about their progress. Handing in projects or assignments was more of a begging process and I did not understand where I went wrong and why it was so hard for them to realize the importance of timely submitting a project. I was constantly making exceptions and this made me unable to adhere to course policies. <\/jats:p>","DOI":"10.35603\/sws.iscss.2021\/s08.42","type":"proceedings-article","created":{"date-parts":[[2022,4,1]],"date-time":"2022-04-01T09:29:44Z","timestamp":1648805384000},"page":"381-390","source":"Crossref","is-referenced-by-count":0,"title":["SOCIAL EMOTIONAL \ufffd ACTIVE LEARNING DURING THE CORONAVIRUS PANDEMIC"],"prefix":"10.35603","volume":"8","author":[{"given":"Silvana Diana","family":"Stoica","sequence":"first","affiliation":[{"name":"University Politehnica of Bucharest","place":["Romania"]}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"21192","reference":[{"key":"ref=1","doi-asserted-by":"crossref","unstructured":"[1] Baker, M., Andriessen, J., Jarvela, S. (2013) Affective Learning Together. ISBN 978-0-415-69688-3.","DOI":"10.4324\/9780203069684"},{"key":"ref=2","unstructured":"[2] Barnes, V. A., Bauza, L.B., & Treiber, F.A. (2003). Impact of Stress Reduction on Negative School Behavior in Adolescents."},{"key":"ref=3","unstructured":"[3] Buckley, M. (2012). Sharing the blue crayon. How to integrate social, emotional and literacy learning. 3-34. isbn: 978-1-62531-011-8."},{"key":"ref=4","doi-asserted-by":"crossref","unstructured":"[4] Cain, G. & Carnellor, Y. (2008). 'Roots of Empathy': A research study on its impact on teachers in Western Australia. Journal of Student Wellbeing, 2(1), 52-73.","DOI":"10.21913\/JSW.v2i1.168"},{"key":"ref=5","unstructured":"[5] Cohen, J. (1999). Educating minds and hearts: social emotional learning and the passage into adolescence. 173-190. ISBN: 0-8077-3839-5."},{"key":"ref=6","unstructured":"[6] Conklin, T. (2014) Social & Emotional Learning. Essential Lessons for Student Success, 5-12. ISBN: 978-0-545-46529-8."},{"key":"ref=7","unstructured":"[7] Elias, M.J., Bruene-Butler, L., Blum, L., & Schuyler, T. (May 1997) How to launch a social & emotional learning program. Educational Leadership, 54(8), 15-19."},{"key":"ref=8","unstructured":"[8] Elias, M., Arnold, H. (2006) The Educators Guide to Educational Intelligence and Academic Achievement. ISBN 1-4129-1481-7."},{"key":"ref=9","doi-asserted-by":"crossref","unstructured":"[9] Enright, R.D. (1980). An integration of social cognitive development and cognitive processing: Educational applications. American Educational Research Journal, 17, 21-41.","DOI":"10.3102\/00028312017001021"},{"key":"ref=10","doi-asserted-by":"crossref","unstructured":"[10] Frey, K.S., Nolen, S.B., Van Schoiack Edstrom, L., & Hirschstein, M.K. (2005). Effects of a school-based social-emotional competence program: Linking children\ufffds goals, attributions, and behavior. Journal of Applied Developmental Psychology, 26, 171-200.","DOI":"10.1016\/j.appdev.2004.12.002"},{"key":"ref=11","unstructured":"[11] Hertz, M.B. (2016, August 8). Student-centered advisory: Establishing a positive community. Edutopia. Retrieved from https:\/\/www.edutopia.org\/blog\/student-centeredadvisory-positive-community-mary-beth-hertz"},{"key":"ref=12","unstructured":"[12] Johnson, H, Ed.D. & Wiener, R. (April 5, 2017). Academic standards require social-emotional skills. Edutopia. Retrieved from https:\/\/www.edutopia.org\/article\/academic-standards-require-social-emotional-skillshillary-johnson-ross-wiener"},{"key":"ref=13","unstructured":"[13] Seligman, M.P. (2013). PERMA. Retrieved from https:\/\/www.youtube.com\/watch?v=iK6K_N2qe9Y&feature=youtu.be"}],"event":{"number":"8","sponsor":["SGEM WORLD SCIENCE (SWS) Scholarly Society, Austria"],"acronym":"ISCSS, 2021","name":"8th SWS International Scientific Conference on SOCIAL SCIENCES - ISCSS 2021","start":{"date-parts":[[2021,8,19]]},"theme":"Social Sciences","location":"Albena, Bulgaria","end":{"date-parts":[[2021,8,22]]}},"container-title":["SWS International Scientific Conference on Social Sciences - ISCSS","8th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS Proceedings, 2021"],"original-title":[],"deposited":{"date-parts":[[2023,4,20]],"date-time":"2023-04-20T11:03:36Z","timestamp":1681988616000},"score":1,"resource":{"primary":{"URL":"https:\/\/ssalibrary.at\/sgem_jresearch_publication_view.php?page=view&editid1=4665"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2021,10,25]]},"references-count":13,"URL":"https:\/\/doi.org\/10.35603\/sws.iscss.2021\/s08.42","relation":{},"ISSN":["2682-9959"],"issn-type":[{"type":"print","value":"2682-9959"}],"subject":[],"published":{"date-parts":[[2021,10,25]]}}}