You can find individual briefs by author below:
The NISSEM Co-Conveners Introductory overview
Aaron Benavot, Margaret Sinclair Looking to embed Target 4.7 themes in school textbooks
1. Aaron Benavot: The past and future of SDG Target 4.7
2. Nihan Köseleci: How are topics under Target 4.7 included in textbooks? A global perspective
3. Seungah Lee & Patricia Bromley: Educating young people towards sustainable development and a more inclusive, global society?
4. Yoko Mochizuki: Rethinking schooling for the 21st century: The state of Education for Peace, Sustainable Development and Global Citizenship in Asia
5. Sugata Sumida: How Japan interprets Education for Sustainable Development and social and emotional learning
6. Ulrike Hanemann: How are Target 4.7 themes and related issues addressed in non-formal and youth and adult education from a lifelong learning perspective?
Colette Chabbott, Margaret Sinclair & Andy Smart Contextualizing social and emotional learning
7. Matthew Jukes: Contextualizing the goals of social and emotional learning curricula and materials
8. Elizabeth Randolph, Lauren Edwards & Julianne Norman: The central role of school culture and climate in fostering social and emotional learning: Evidence from Malawi and Uganda
10. Sara Clarke-Habibi: Adolescent social and emotional learning in contexts of conflict, fragility and peacebuilding
11. Elizabeth Randolph, Geri Burkholder & Hosea Katende: The Journeys approach to building a safe, inclusive and positive school and fostering social and emotional learning
12. Rachel Snape: Connecting with the education eco-system for societal transformation
13. Mary Helen Immordino-Yang: Integrating neuroscientific and educational research: How an interdisciplinary and holistic science of human development can inform the SEL agenda and classroom practice
14. Alya Al Sager, Rana Dajani & Dima Amso: Cognitive development mechanisms underlying socioemotional learning
James H. Williams Identity, inclusion and social cohesion
15. S. Garnett Russell & Danielle Falk: Teaching about citizenship, human rights and gender in post-conflict contexts: The case of Rwanda
16. Karen Murphy, Sean Pettis & Dylan Wray: The citizen within: Supporting teachers to develop their own civic capacity and the development of young democratic citizens
17. Katherine Pedersen Blanchard, Heidi Gibson & Carol O’Donnell: Understanding yourself as a foundation for exploring the world
Margaret Sinclair, S. Garnett Russell Curriculum and context: constraints and possibilities for including SDG Target 4.7 themes and SEL in national textbooks
18. T.A. Mieke Lopes Cardozo, Mario Novelli & Alan Smith: Textbook content as a symptom of deeper struggles: A ‘4 Rs’ framework to analyze education in conflict-affected situations
19. Bethany Mulimbi: Constructing national identity in the midst of ethnic diversity in Botswana’s junior secondary schools
20. Alexandra Lewis: Linking teacher training to effective delivery of curriculum reform: Why listening to teachers is key to achieving progress toward SDG 4 in Somaliland
21. Beza Tesfaye, Topher McDougal, Beth Maclin & Andy Blum: ‘If youth are given the chance’: Effects of education and civic engagement on Somali youth support of political violence
Andy Smart, Jean Bernard & Margaret Sinclair Bringing it to life in the classroom
22. Poonam Batra: Redesigning school texts to develop democratic and socially responsive citizens
23. Bassel Akar & Nayla Hamadeh: Teachers’ humility, openness and moral responsibility: An emerging theory of change for history education reform
24. Andy Smart: Refining primary social studies textbooks for behavior change in Bangladesh
25. Vikki Pendry: Social and emotional learning as a theme and cross-cutting issue for quality education in the new curriculum for South Sudan
26. John Rutayisire: Challenges of addressing SDG target 4.7 themes and the role of textbooks in promoting social and emotional learning in post-conflict countries: The Rwandan experience
27. Katarina Popović: Emerging citizens in functional basic education for adults
Jean Bernard, Andy Smart The social dimension of reading and writing
28. Susan Hirsch-Ayari, Agatha van Ginkel & Muhib ur Rahman Muhib: Field notes: Social and emotional learning in USAID’s Afghan Children Read project
29. Mary-Jo Land & Seddiq Weera: Building peace capacity through stories for children and youth in Afghanistan
30. Eva Kozma: Literacy learning for peaceful communication: The USAID-funded QITABI project in Lebanon
31. Bijal Vachharajani and Yamini Vijayan: Alt Shift Change: How Pratham Books is exploring social and emotional learning in picture books
32. Jean Bernard: How to actively engage young children in reading the word and the world
33. Paul Frank: Bloom: Putting the power of stories into the hands of local authors
34. Rana Dajani: What is the secret sauce? The story of the We Love Reading program
Aaron Benavot, Margaret Sinclair Measurement, monitoring and assessment
35. Esther Care: Working towards a common framework for assessing 21st-century skills
36. OECD: The OECD study on social and emotional skills
37. Silvia Diazgranados Ferráns, Jamie Weiss-Yagoda & Carly Tubbs Dolan: Measuring social-emotional learning outcomes for children in crisis: An education in emergencies open-source measurement library
38. Nikhit D’Sa: Adopt, contextualize, or adapt? Understanding the complexities of modifying or developing a measure of children’s social and emotional competencies
Colette Chabbot, Margaret Sinclair Strategic Measures
39. Colette Chabbott: Institutionalizing children’s right to education: Getting organized
40. Atif Rizvi & Ayla Bonfiglio: Narrating our violent pasts in curricula and textbooks
41. Jennifer Batton: The global to local impact of networks for social emotional learning, peace, and conflict resolution education
42. Tina Robiolle: Promotion and implementation of Global Citizenship Education in crisis situations
The NISSEM Co-Conveners What does NISSEM propose?