Social-Emotional Learning Roundtable
Crisis and conflict threaten children’s social, emotional, and cognitive development. But there are solutions. On June 1, 2018, ECCN convened a policy roundtable discussion, which took place at FHI360's Academy Hall. The purpose was to develop recommendations on social-emotional learning (SEL) in crisis-affected context for the new United States’ international education strategy. This event brought together practitioners, researchers, and policymakers to discuss the current evidence, implementation challenges, promising approaches, and innovative SEL interventions. These discussions helped inform the U.S. government’s policy priorities and implementation guidance on how to best improve SEL outcomes for children in crisis.
Visual Event Notes
Ana Flórez is the director of global education at FHI 360. She worked previously as the director of post-primary education at FHI 360 as well as for the Ministry of Education in Colombia. Flórez holds a master’s degree in international education policy from Harvard University and a bachelor’s degree in political science and Latin American studies from Universidad de los Andes in Colombia.
Nina Papadopoulos is the team lead for Access in Crisis and Conflict at USAID. She is the co-author of the Education Cluster Coordinator Handbook as well as “Achievements and Challenges of the Education Cluster in the Occupied Palestinian Territory, Somalia, and Sri Lanka,” a background paper for the 2011 EFA Global Monitoring Report. For the last three years, she has been an adjunct faculty member at Georgetown University in the Program on Justice and Peace Studies and is a doctoral candidate at the Center for International Education at the University of Massachusetts-Amherst.
Julie Cram is the deputy assistant administrator in the Bureau for Economic Growth, Education and Environment at USAID. Her portfolio includes the Offices of Education and Local Sustainability, and she oversees the development and implementation of USAID’s strategy and policies in the education sector, as well as the implementation of USAID grant programs aimed at promoting locally-owned and -led development efforts. Cram previously was a partner at HDMK Public Affairs and senior vice president at DDC Advocacy. From 2007 to 2009, she served President George W. Bush as deputy assistant and director of public liaison.
Stephanie Jones is a professor of education in the Graduate School of Education at Harvard University. Her research focuses on the effects of poverty and violence on children and youths’ social, emotional, and behavioral development. Jones is a recipient of the Grawemeyer Award in Education for her work with Zigler and Walter Gilliam on A Vision for Universal Preschool Education (Cambridge University Press, 2006) as well as the Joseph E. Zins Early-Career Distinguished Contribution Award for Action Research in Social and Emotional Learning.
Dean Brooks is the director of the Inter-Agency Network for Education in Emergencies, a global network of UN agencies, NGOs, donors, governments, universities, schools, and affected populations working together to ensure all persons the right to quality education in emergencies and post-crisis recovery. He previously worked as an international educator and is based at the International Rescue Committee in New York
Catherine Panter-Brick is a medical anthropologist who currently holds a joint appointment in the department of anthropology and the Jackson Institute for Global Affairs, and the School of Public Health at Yale University. Her research focuses on youth in global adversity, including armed conflict, poverty, and social marginalization. Panter-Brick has directed over 40 interdisciplinary research and evaluation projects across 10 countries and holds a Doctor of Philosophy from Oxford University.
J. Lawrence Aber
J. Lawrence Aber is the Willner Family Professor of Psychology and Public Policy at the Steinhardt School of Culture, Education, and Human Development, at New York University. His research examines the influence of poverty and violence, at the family and community levels, on the social, emotional, behavioral, cognitive, and academic development of children and youth. Aber has co-edited Neighborhood Poverty: Context and Consequences for Children, among other works. He earned his PhD from Yale University and an AB from Harvard University.
Jennifer Sklar has more than 15 years’ experience working in the field of international education as a practitioner as well as a technical advisor, focused on the provision of education in areas of conflict. She is currently the deputy director of the International Rescue Committee’s education unit, where she is responsible for the development of their global technical priorities in education as well as leading a team of technical advisors to improve the overall quality of their education programs. Sklar has a Master’s degree from Columbia University’s School of International Affairs and Public Administration.
Tia Kim is the Vice President of Education, Research, and Impact at Committee for Children, where she leads the development and evaluation of their programs. Kim received her PhD in developmental psychology at the University of California, Riverside, and completed three years of post-doctoral training at the Academic Center of Excellence on Youth Violence Prevention, where her research focused on the etiology and prevention of youth violence and aggression.
Dana Charles McCoy
Dana Charles McCoy is an assistant professor at Harvard University’s Graduate School of Education. Her work focuses on understanding the ways that poverty-related risk factors in children’s home, school, and neighborhood environments affect the development of their cognitive and socioemotional skills in early childhood. She graduated with an AB in psychological and brain sciences from Dartmouth College and received her PhD in applied psychology with a concentration in quantitative analysis from New York University and served as an NICHD National Research Service Award post-doctoral fellow at the Harvard Center on the Developing Child.
Carina Omoeva is the director of research and evaluation at FHI 360 Global Education, Employment and Engagement Business Unit. She is leading a team that is developing a youth soft skills measurement tool under USAID YouthPower Action, to be released in 2019. She was a co-lead of the Education Equity Research Initiative, a collaborative partnership of organizations and individuals committed to building a stronger evidence base around equity in education. She holds a PhD in comparative education from Teachers College, Columbia University.
Lauren Pisani is an advisor of learning research at Save the Children, where she has led impact evaluations for early learning programs around the world and created the International Development and Early Learning Assessment. She previously worked at the American Institutes for Research and as the associate director of Measuring Success. Pisani holds an MA in Education from Stanford University and is currently pursuing a PhD from the University College of London.
Silvia Diazgranados Ferrans
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