IIIT’s Advancing Education in Muslim Societies (AEMS) is an initiative whose empirical research goal is to promote socio-emotional learning in Muslim communities in North America and around the globe. AEMS empirical research follows a three-year cycle of funded research priorities based on thematic areas. Currently we are soliciting proposals on policy gaps in socio emotional learning and the implications of that in the areas of curriculum, pedagogy, leadership and governance, policy, and evaluation and assessment.
The theme of “Policy Gaps in social emotional learning” addresses a range of topics that are part of our research agenda (See Research page for more information). The following guiding questions may provide some examples:
- How are educational policies on social emotional learning and value-based education expressed in K-12 and higher education environments and what might be some strategies to do so successfully?
- In what ways are Islamic schools addressing social emotional learning and how are they impacted by State policies regarding value-based education? How would Islamic schools benefit from policy changes in these areas?
- What are the underpinning values that influence educational policy and ways they are implemented (or lack thereof)?
- What assessment and evaluation plans are in place to ensure policy implementation in curriculum, pedagogy, and other areas as listed above?
Research proposals may focus on all age ranges, formal and informal settings, including pre-kindergarten and early childhood through higher education across the five areas of concentration at the core of AEMS research: Policy, pedagogy, curriculum, assessment and evaluation, and leadership. Grant amounts may vary, not exceeding $30,000.