The first appears in the Handbook of Research on Supporting Social and Emotional Development Through Literacy Education. Farmer collaborated with David Adams and Bridget Hamre on a chapter titled “Instructional Interactions and Literacy: Supporting Classroom Instruction Through Teacher Social-Emotional Skill Development.”
The book, set to publish this month through IGI Global, develops a conceptual framework around pedagogical connections to social and emotional teaching and learning within K-12 literacy practices.
The IGI Global website describes Farmer’s chapter as follows:
Teacher social emotional competence has been connected to literacy development as well as broader academic outcomes through the domains of Emotional Support and Classroom Organization of the Classroom Assessment Scoring System (CLASS). Despite these findings, teacher development has yet to place an emphasis on social emotional skill development in line with such research. Drawing on Diffusion of Innovations literature, the authors offer a conceptual model that ties teacher social emotional skill development directly to the Instructional Support domain of the CLASS, thereby increasing the compatibility of social emotional learning to teaching and learning outcomes, including literacy. The analysis identified perspective-taking and social cue recognition as key opportunities for instructionally-aligned teacher social emotional skill development. The authors make recommendations for methods to increase these skills for teachers.
Farmer’s second publication comes through the Oxford University Press and its School Services Sourcebook, 3rd Ed.
In this publication, Farmer’s chapter is titled “Reflection on Implicit Bias.” More information will follow as it is available.