Relation: Alianza Educativa. (2021). Resultados encuesta sociofamiliar 2021. Asociación Alianza Educativa.; Alianza Educativa. (2019). Navegar Seguro. Asociación Alianza Educativa.; Alianza Educativa. (2019). Marco de competencias socioemocionales: fundamentación conceptual. Asociación Alianza Educativa.; Bandura, A. (2006). Guide for constructing self-efficacy scales. En F. Pajares & T. Urdan (Eds.). Self-Efficacy Beliefs of Adolescents. Greenwich, 307-337. CT: Information Age Publishing.; Bergin, C., & Bergin, D. (2009). Attachment in the classroom. Educational psychology review, 21(2), 141-170. doi.org/10.1007/s10648-009-9104-0; Blakemore, S. & Choudhury, S (2006). Development of the adolescent brain: implications for executive function and social cognition. Journal of Child Psychology and Psychiatry 47(3/4), 296-312. doi:10.1111/j.1469-7610.2006.01611.x; Blaxter, L., Hughes, C., & Tight, M. (2009). Co¿mo se hace una Investigación. Barcelona: Gedisa.; CASEL. (2020). Marco de Competencias Socioemocionales. Collaborative for Academic, Social, and Emotional Learning. Recuperado de https://casel.org/wp-content/uploads/2020/10/SEL-Framework-Spanish.pdf; Chaux, E., Daza, B.C. & Vega, L. (2005). Las relaciones de cuidado en el aula y la institución educativa. En: J.A. Mesa et al. La educación desde las éticas de el cuidado y la compasión, 127-146. Universidad Javeriana.; Cockerham, D., Lin, L., Ndolo, S. et al. (2021) Voices of the students: Adolescent well-being and social interactions during the emergent shift to online learning environments. Educ Inf Technol 26, 7523-7541. https://doi.org/10.1007/s10639-021-10601-4; Creswell, J. W. (1998). Qualitative inquiry and research design: choosing among five traditions. Sage Publications.; Denham, S. A., & Burton, R. (2003). Social and emotional prevention and intervention programming for preschoolers. Kluwer Academi.; Denham S.A. (2019) Emotional Competence During Childhood and Adolescence. En: LoBue V., Pérez-Edgar K., Buss K. (Eds) Handbook of Emotional Development, 493-541. Springer, Cham. doi.org/10.1007/978-3-030-17332-6_20; Durlak, J., Weissberg, R., Dymnicki, A., Taylor, R. & Schellinger, K. (2011). The Impact of Enhancing Students Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 83, 1, 405-432.; EASEL lab. (2021). PSS-SEL Toolbox. The Ecological Approaches to Social Emotional Learning Laboratory. Recuperado de http://inee.exploresel.gse.harvard.edu/localizing-tools/PSS-SEL%20Toolbox%20Learn%20About%20Skills.pdf; Freedman, D. A. (1991). Statistical Models and Shoe Leather. Sociological Methodology, 21, 291-313. https://doi.org/10.2307/270939; García, Sandra. (2020). COVID-19 y educación primaria y secundaria: repercusiones de la crisis e implicaciones de política pública para América Latina y el Caribe. Policy Document Series No. 20. PNUD Latino América y el Caribe. Recuperado de https://www.latinamerica.undp.org/content/rblac/en/home/library/covid-19--policy-papers/; García, Sandra., & Maldonado, D. (2021). Covid-19 y educación en Bogotá: implicaciones del cierre de colegios y perspectivas para el 2021. ProBogotá y Universidad de Los Andes. Recuperado de https://www.probogota.org/post/presentaci%C3%B3n-de-resultados-y-lanzamiento-de-la-encuesta-educaci%C3%B3n-en-bogot%C3%A1-y-covid-19; Hoffmann J.D., Ivcevic Z., Brackett M.A. (2018) Building Emotionally Intelligent Schools: From Preschool to High School and Beyond. En: Keefer K., Parker J., Saklofske D. (eds) Emotional Intelligence in Education. The Springer Series on Human Exceptionality. Springer, Cham. doi.org/10.1007/978-3-319-90633-1_7; Jones, S., y Bouffard, S. (2012). Social and emotional learning in schools: from programs to strategies. Social policy report, 26 (4). doi.org/10.1002/j.2379-3988.2012.tb00073.x; Kazi, Farooq y Mushtaq, Ammara. (2021). Adolescents navigating the COVID-19 pandemic. The Lancet. Child and Adolescent Health. Vol 5, Issue 10, 692-693. https://doi.org/10.1016/S2352-4642(21)00279-0; Lepper, Mark y Corpus, Jennifer y Iyengar, Sheena. (2005). Intrinsic and Extrinsic Motivational Orientations in the Classroom: Age Differences and Academic Correlates. Journal of Educational Psychology. 97. 184-196. 10.1037/0022-0663.97.2.184.; Li Linlin, Flynn Kylie S., DeRosier Melissa E., Weiser Gary, Austin-King Kelsey. (2021). Social-Emotional Learning Amidst COVID-19 School Closures: Positive Findings from an Efficacy Study of Adventures Aboard the S.S. GRIN Program. Frontiers in Education. Vol 6. https://doi.org/10.3389/feduc.2021.683142; Loades M.E, Chatburn E, Higson-Sweeney N, Reynolds S, Shafran R, Brigden A, Linney C, McManus M.N, Borwick C, Crawley E. (2020). Rapid Systematic Review: The Impact of Social Isolation and Loneliness on the Mental Health of Children and Adolescents in the Context of COVID-19, Journal of the American Academy of Child & Adolescent Psychiatry, 59:11, 1218-1239. https://doi.org/10.1016/j.jaac.2020.05.009.; Marton, F. (1981). Phenomenography - Describing conceptions of the world around us. Instr Sci 10, 177-200. doi.org/10.1007/BF00132516; Merriam, S. B. (1998). Qualitative research and case study applications in education (Rev. and expanded.). Jossey-Bass Publishers.; Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation.; Muñoz-Fernández, N., & Rodríguez-Meirinhos, A. (2021). Adolescents¿ Concerns, Routines, Peer Activities, Frustration, and Optimism in the Time of COVID-19 Confinement in Spain. Journal of Clinical Medicine, 10(4), 798. MDPI AG. Recuperado de http://dx.doi.org/10.3390/jcm10040798; Murnane, R. J., & Willett, J. B. (2010). Methods matter: improving causal inference in educational and social science research. Oxford University Press.; National Scientific Council on the Developing Child. (2005/2014). Excessive Stress Disrupts the Architecture of the Developing Brain: Working Paper No. 3. Recuperado de http://www.developingchild.net; Pianta, R. (2006). Classroom Management and Relationships Between Children and Teachers: Implications for Research and Practice. En C. Evertson, & C. Weinstein (Eds.). Handbook of classroom management. Ny: Routledge; Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher-student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions. En S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.). Handbook of research on student engagement, 365-386. New York, NY: Springer.; Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2006). Peer Interactions, Relationships, and Groups. En N. Eisenberg, W. Damon, & R. M. Lerner (Eds.), Handbook of child psychology: Social, emotional, and personality development, 571-645. John Wiley & Sons, Inc; Sale, J. E. M., Lohfeld, L. H. & Brazil, K. (2002). Revisiting the quantitative-qualitative debate: implications for mixed-methods research. Quality and Quantity, 36, 43-53.; Samuel Y. Song, Cixin Wang, Dorothy L. Espelage, Pam Fenning & Shane R. Jimerson (2020) COVID-19 and School Psychology: Adaptations and New Directions for the Field, School Psychology Review, 49:4, 431-437, DOI:10.1080/2372966X.2020.1852852; Scott, S. R., Rivera, K. M., Rushing, E., Manczak, E. M., Rozek, C. S., & Doom, J. R. (2021). "I Hate This": A Qualitative Analysis of Adolescents' Self-Reported Challenges During the COVID-19 Pandemic. The Journal of adolescent health: official publication of the Society for Adolescent Medicine, 68(2), 262-269. https://doi.org/10.1016/j.jadohealth.2020.11.01; Segal, E. A., Wagaman, M. A., Gerdes, K. E., & Leitz, C. A. (2012). Social Empathy Index (SEI). Phoenix: Arizona State University.; Shwab & Elias (2015). From compliance to responsibility. Socio-emotional learning and classroom managment. En E. T. Emmer, & E. J. Sabornie (Eds.). Handbook of classroom management. NY: Routledge.; Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects. Child development, 88(4), 1156-1171. https://doi.org/10.1111/cdev.12864; Vygotski, L. S. (2000). El desarrollo de los procesos psicológicos superiores. Barcelona: Crítica.; Wubbels, T y Brekelmans, M. (2014) Teacher-student relationship and classroom management. En: Emmer, E., & Sabornie, E.J. (Eds.). (2014). Handbook of Classroom Management (2nd ed.). Routledge. https://doi.org/10.4324/9780203074114; Yurgelun-Todd, Deborah (2007). Emotional and cognitive changes during adolescence. Current Opinion in Neurobiology 2007, 17: 251-257. doi.org/10.1016/j.conb.2007.03.009; http://hdl.handle.net/1992/59030; instname:Universidad de los Andes; reponame:Repositorio Institucional Séneca; repourl:https://repositorio.uniandes.edu.co/
No Comments.