June 2016

Monthly Archives

  • Social Emotional Learning in High School: How Three Urban High Schools Engage, Educate, and Empower Youth

    Social Emotional Learning in High School: How Three Urban High Schools Engage, Educate, and Empower Youth (2014) Hamedani, M. G. & Darling-Hammond, L. (2014). Social Emotional Learning in High School: How Three Urban High Schools Engage, Educate, and Empower Youth. Palo Alto: Stanford Center for Opportunity Policy in Education (SCOPE). This brief summarizes three case studies, a cross-case report, a research brief, and a technical report about the experience of high schools in Boston, New York City, and San Antonio. Among the key findings: (1) schools focused on SEL provide students with key psychological resources they need to thrive in school; (2) leveraging a whole-school approach to SEL supports students’ social, emotional, and academic needs. To see the full series […]

  • Ready to Be Counted: The Research Case for Education Policy Action on Non-Cognitive Skills (2015)

    Ready to Be Counted: The Research Case for Education Policy Action on Non-Cognitive Skills Gabrieli, C., Ansel, D., & Krachman, S. B. (2015). Ready to Be Counted: The Research Case for Education Policy Action on Non-Cognitive Skills. Boston: Transforming Education. Many studies have demonstrated that “noncognitive” competencies in children are important predictors of outcomes in their lives as adults. In several cases, the data show that noncognitive skills matter as much as or even more than cognitive or academic skills in predicting positive life outcomes. This working paper maps findings from a number of pivotal studies conducted by leading psychologists, physicians, economists, and education researchers onto a framework organized around nine key topics within the domains of academics, career, and […]

  • Effectiveness of School-Based Universal Social, Emotional, and Behavioral Programs: Do They Enhance Students’ Development in The Area of Skill, Behavior, and Adjustment?

    Effectiveness of School-Based Universal Social, Emotional, and Behavioral Programs: Do They Enhance Students’ Development in The Area of Skill, Behavior, and Adjustment? (2012) Sklad, M., Diekstra, R., Ritter, M. D., Ben, J. & Gravesteijn, C. (2012), Effectiveness of school-based universal social, emotional, and behavioral programs: Do they enhance students’ development in the area of skill, behavior, and adjustment? Psychology in the Schools, 49(9), 892–909. To answer the question of whether teaching social and emotional skills can help schools extend their role beyond the transfer of knowledge, the authors conducted a meta-analytical review of 75 recently published studies that reported the effects of universal, school-based social, emotional, and/or behavioral (SEB) programs. The interventions had a variety of intended outcomes, but an […]

  • The Economic Value of Social and Emotional Learning.

    The Economic Value of Social and Emotional Learning. (2015) Belfield, C., Bowden, B., Klapp, A., Levin, H., Shand, R., & Zander, S. (2015). The Economic Value of Social and Emotional Learning. New York: Center for Benefit-Cost Studies in Education. This report reviews the available evidence on the economic value of social and emotional learning (SEL). The most important empirical finding is that each of the six interventions under consideration for improving SEL shows measurable benefits that exceed its costs, often by considerable amounts. The aggregate result also shows an average benefit-cost ratio of about 11 to 1 among the six interventions.

  • Promoting Social and Emotional Learning – Guidelines for Educators

    Promoting Social and Emotional Learning – Guidelines for Educators (1997) 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: ASCD. The first major work to define and describe social and emotional learning, distributed by ASCD, provides sound principles for meeting the challenge of fostering knowledgeable, responsible, and caring students. Multiple authors and experts in the field are represented.

  • Handbook of Social and Emotional Learning: Research and Practice (2015)

    Handbook of Social and Emotional Learning: Research and Practice (2015) Durlak, J. A., Domitrovich, C. E., Weissberg, R. P., & Gullotta, T. P. (Eds.). (2015). Handbook of Social and Emotional Learning: Research and Practice. New York: Guilford Press. This comprehensive and definitive handbook covers all aspects of research, practice, and policy related to social and emotional learning. The editors and contributors describe state-of-the-art intervention and prevention programs designed to build students’ skills for managing emotions, showing concern for others, making responsible decisions, and forming positive relationships. The Handbook explores the conceptual and scientific underpinnings of SEL and its relationship to children’s and adolescents’ academic success, mental health, and overall well-being, including the roles of school- and district-level leadership, teacher training, […]

  • The Handbook of School-Family Partnerships

    The Handbook of School-Family Partnerships (2010) Chistensen, S.L. & Reschly, A.L. (2010). The Handbook of School-Family Partnerships. New York: Routledge. This comprehensive review surveys the evidence about the effects of home-school partnerships on student and school achievement. It provides a brief history of home-school partnerships, presents evidence-based practices for working with families across developmental stages, and provides an agenda for future research and policy.

  • Building Academic Success on Social and Emotional Learning — What Does the Research Say?

    Building Academic Success on Social and Emotional Learning — What Does the Research Say? (2004) 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? New York: Teachers College Press. In this groundbreaking book published by Teachers College Press, nationally recognized leaders in education and psychology examine the relationships between social-emotional education and school success — specifically focusing on interventions that enhance student academic learning. Offering scientific evidence and practical examples, this volume points out the many benefits of social-emotional learning programs.