Building Academic Success on Social and Emotional Learning: What Does the Research Say? / Edition 1

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Overview

In this groundbreaking book, nationally recognized leaders in education and psychology examine the relationships between social emotional education and school success -- specifically focusing on interventions that enhance student learning. Offering scientific evidence and practical examples, this volume points out the many benefits of social emotional learning programs.
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Product Details

  • ISBN-13: 9780807744390
  • Publisher: Teachers College Press
  • Publication date: 4/15/2004
  • Series: Series on Social Emotional Learning
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 256
  • Sales rank: 868,407
  • Product dimensions: 6.12 (w) x 9.00 (h) x 0.64 (d)

Table of Contents

Foreword vii
Acknowledgments ix
Part I The Foundations of Social and Emotional Learning
1 The Scientific Base Linking Social and Emotional Learning to School Success 3
2 The Learner-Centered Psychological Principles: A Framework for Balancing Academic Achievement and Social-Emotional Learning Outcomes 23
3 The Three Cs of Promoting Social and Emotional Learning 40
4 Family-School-Peer Relationships: Significance for Social, Emotional, and Academic Learning 59
5 Toward a Broader Education: Social, Emotional, and Practical Skills 76
6 Social and Emotional Learning in Teacher Preparation Standards 94
Part II Effective Strategies for Enhancing Academic, Social, and Emotional Outcomes
7 Strategies to Infuse Social and Emotional Learning into Academics 113
8 Social Development and Social and Emotional Learning 135
9 The Resolving Conflict Creatively Program: A School-Based Social and Emotional Learning Program 151
10 The PATHS Curriculum: Theory and Research on Neurocognitive Development and School Success 170
11 Community in School as Key to Student Growth: Findings from the Child Development Project 189
Part III Recommendations
12 Recommendations and Conclusions: Implications for Practice, Training, Research, and Policy 209
About the Editors and the Contributors 219
Index 227
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