Lantieri, L., and Goleman, D. (2008). Building emotional intelligence: Techiques to cultivate inner strength in children. Bolder, CO: Sounds True.
"In Building Emotional Intelligence, pioneering educator Linda Lantieri joins forces with internationally renowned psychologist Daniel Goleman to offer a breakthrough guide for helping children quiet their minds, calm their bodies, and identify and manage their emotions. Now available to the public for the first time, here are Lantieri's proven techniques arranged according to age group, complemented by a spoken-word CD with exercises presented by Goleman." (Amazon Review)
Bar-On, R., Maree, J.G., and Elias, M.J. (Eds).(2007). Educating people to
be emotionally intelligent. Praeger Publishers.
Some of the best known researchers, professors and practitioners worldwide
team up in this work to recognize and reflect the rapidly growing global
interest in scientifically-based applications of emotional intelligence in
education, to show readers the diverse applications of EI, and to guide
them in applying what is known about this topic. The breadth of coverage,
array of experts, international scope and clear, practical tone of this
book will appeal to parents, educators, psychologists, counselors,
trainers, and corporate coaches, mental health and human resource
practitioners and healthcare providers (Amazon Review).
Zins, J. E., Elias, M.J., & Maher, C.A. (Eds.) (2007). Bullying,
victimization, and peer harassment: A handbook of prevention and intervention. Binghamton: Haworth Press.
This thorough review of a wide spectrum of innovative, evidence-based practices targets the complex problems of victimization, peer harassment, and bullying in our
schools. Interventions range from individuals and their peers to broad, systems-level change within schools and communities. The challenge of prevention is also
explored, using the latest studies as a practical foundation. Suggestions are provided detailing effective strategies to make changes in the culture within schools while
offering directions for future research and practice.
Devaney, E., O’Brien, M.U., Resnik,
H.,Keister, S., & Weissberg, R.P. (2006). Sustainable
schoolwide SEL: Implementation guide and toolkit.
CASEL’s step-by-step guide and 40 tools take school leaders
and stakeholder teams through the process of planning for and accomplishing
the changes needed for sustainable SEL.
Elias, M.J. & Arnold, H. (2006). The
educator’s guide
to emotional intelligence and academic achievement: Social-emotional
learning in the classroom.
This practical guide encompasses theory, resources, top programs,
and descriptions of the ways social-emotional skills can be taught
to children. Included are 17 best- practice programs in action,
procedures for effective implementation, and insights about the
essential components of coordinated social-emotional learning programs
and activities.
Read Maurice Elias’ introductory chapter, “The connections
between academics and social-emotional learning”
Patti, J., & Tobin, J. (2006). Smart
school leaders: Leading with emotional intelligence. Iowa: Kendall
Hunt.
The ten core chapters of the second edition of this book are, “written
in narrative form which provides an easy read for educational leaders
who are “on the go.” In addition to the narrative text,
the book contains anecdotal reflections written by principals and
superintendents that are designed for dialogue and discussion. The
rich skill-building section provides opportunity for professional
development in leadership competencies. Also included are thirteen
readings contributed by experts in the fields of leadership, social,
and emotional learning.”
Lantieri, L. (ed.) (2005). Schools
with spirit: Nurturing the inner lives of children and teachers.
Boston: Beacon Press.
Schools with Spirit provides inspiration for anyone who is concerned
about the inner lives of our children. This collection features
fourteen respected educators discussing whether schools can nurture
the spiritual lives of children without violating the beliefs of
families or the separation of church and state.
Elias, M. J., & Zins, J. E. (Eds.) (2004). Bullying, peer
harassment, and victimization in the schools: The next generation
of prevention.
This book reviews research findings on bullying, summarizes risk
and protective factors for victimization or perpetration, and provides
practitioners with specific guidelines for enacting effective preventive
measures.
Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J.
(Eds.) (2004). Building academic success on social and emotional
learning: What does the research say?
Click here to read the first chapter of this Teachers College Press
best-seller, "The scientific base linking social and emotional
learning to school success"
Read a review of this book in the Reading & Writing Quarterly.
Haynes, N., Ben-Avie, & Ensign, J. (Eds.) (2003). How social
and emotional development add up: Getting results in math and science
education. New York: Teachers College Press.
Focusing on inner-city schools and the particular needs of African
American students, the text builds on what we already know about
social and emotional factors in learning and applies it to the math
and science curriculum, shedding new light on ways to help young
people succeed academically. The book also features many examples
of successful math and science instruction through an SEL lens that
teachers can incorporate into their own classroom.
Elias, M.J., Arnold, H., & Steiger C. (Eds.) (2002). EQ+IQ:
Best Leadership practices for caring and successful schools.
Corwin Press: Thousand Oaks, CA.
This book is designed to help educators create emotionally intelligent
(“EQ”) learning communities. The book addresses why
schools need to address both EQ and IQ in order to be successful,
and includes implementation guidelines and examples of practices
that enhance SEL and EQ.
Click here to read ch2 of this book, "Educational leadership for academic,
social, and emotional learning"
Novick, B., Kress, J.S, Elias, M.J. (2002). Building learning communities with character: How to integrate academic, social, and emotional learning. Alexandria, VA: Association for
Supervision
and Curriculum Development.
This book presents a nine-step, problem-solving approach to help
educators create schoolwide social and emotional learning, and shape
the school climate to sustain and nurture it. Combining three decades
of work with individual schools and districts, the authors provide
experienced insight to overcoming obstacles to schoolwide social-emotional
learning and character education programming. The book guides schools
stage-by-stage through the implementation process.
Elias, M. J., Tobias, S. E., & Friedlander, B. S. (2000). Raising emotionally intelligent teenagers: Parenting with love, laughter, and limits. New York:
Harmony Books.
Applying insights from Dan Goleman’s book, Emotional Intelligence,
this book presents common real-life issues, and gives parents strategies
for helping their teens become mature and caring adults.
Elias, M. J., Tobias, S. E., & Friedlander, B. S. (1999). Emotionally
intelligent parenting: How to raise a self-disciplined, responsible,
socially skilled child. New York: Harmony Books.
The authors provide emotionally intelligent parenting strategies
for addressing everyday issues with children. The book includes
exercises for raising the family “humor quotient,” becoming
aware of feelings, praising and prioritizing, and coaching your
child in responsible action.
Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg,
M. T., Haynes, N. M., Kessler, R., Schwab-Stone, M. E., & Shriver,
T. P. (1997). Promoting social and
emotional learning: Guidelines
for educators. Alexandria, VA: Association for Supervision
and Curriculum Development.
This ground-breaking book established the field of SEL. The authors
draw upon the most recent scientific studies, the best theories,
site visits carried out around the country, and their own extensive
experiences to describe approaches to social and emotional learning
for all levels. Framing the discussion are 39 concise guidelines,
as well as many field-inspired examples for classrooms, schools,
and districts.
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