The Other Side of the Report Card: Assessing Students’ Social, Emotional, and Character Development (2016)
Grounded in research and in the authors’ work with teachers and administrators, this book offers guidance on retooling report cards to better reflect the whole child, integrating SEL and character development into any schoolwide or districtwide grading system. Resources include guided exercises for analyzing existing report cards, samples and suggested report card designs, tips on improving communication with parents, case studies highlighting common challenges, and testimonials from teachers and students.
Elias, M. J., Ferrito, J. J., & Moceri, D. C. (2016). The Other Side of the Report Card: Assessing Students’ Social, Emotional, and Character Development. Newbury Park, CA: Corwin Press.
This research brief examines causes of teacher stress, its effects on teachers, schools, and students, and strategies for reducing its impact.
Greenberg, M. T., Brown J. L. & Abenavoli, R.M. (2016). Teacher Stress and Health Effects on Teachers, Students, and Schools. Edna Bennett Pierce Prevention Research Center: Pennsylvania State University.
PBS News Hour: Kindergartners with Good Social Skills Turn into Successful Adults, Study Finds (2015)
This news segment reports on the work of Damon Jones and his colleagues at Penn State University that documented the importance of social and emotional skill development to young people’s success in school and future well-being. 6 minutes.
PBS New Hour. (2015). Published July 16, 2015. Retrieved from http://www.pbs.org/newshour/bb/kindergarteners-good-social-skills-turn-successful-adults-study-finds/.
What Does Evidence-Based Instruction in Social and Emotional Learning Actually Look Like in Practice? A Brief on Findings from CASEL’s Program Reviews (2015)
This brief uses the CASEL reviews of evidence-based programs to answer the question, “What do teachers and other adults actually need to do in the classroom and school to help students achieve the goals laid out in social and emotional learning (SEL) standards?” Specifically, the brief identifies and describes four approaches that have been successfully used to promote social and emotional development in students.
Dusenbury, L., Calin, S., Domitrovich, C., & Weissberg, R. P. (2015). What Does Evidence-Based Instruction in Social and Emotional Learning Actually Look Like in Practice? A Brief on Findings from CASEL’s Program Reviews. Chicago: Collaborative for Academic, Social, and Emotional Learning.
Students in the Boston public schools speak out on how to build positive relationships between students and teachers. 3.5 minutes.
Student Voice Matters, Boston
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, and school-family partnerships.
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.
Teaching the Whole Child: Instructional Practices that Support Social and Emotional Learning in Three Teacher Evaluation Frameworks (2014)
This Research-to-Practice Brief identifies 10 teaching practices that promote social and emotional learning (SEL), which in turn strengthen students’ academic learning. The brief highlights how three popular professional teaching frameworks (CLASS, Danielson, and Marzano) embed practices that influence not only student academic learning but also student social and emotional competencies.
Yoder, N. (2014). Teaching the Whole Child: Instructional Practices that Support Social and Emotional Learning in Three Teacher Evaluation Frameworks. Washington, DC: American Institutes for Research Center on Great Teachers & Leaders.
Rivera, a leading proponent of the concept of student voice, describes his experience with using hip-hop to engage young people in school. 19 minutes.
TEDx Grand Rapids. (2016). Published June 16, 2014. Retrieved from https://www.youtube.com/watch?v=HRQ0ffu19iY&feature=share&list=PLsRNoUx8w3rMRD1j7J3weQUV6Q8H__RdF&index=5.
This CASEL brief summarizes findings from CASEL’s scan of state SEL standards, which reviewed the research literature on learning standards generally to identify key components of high-quality standards and assessed the status of each state in developing well-articulated learning standards for social and emotional learning (SEL), preschool through high school. The brief also provides recommendations to support development of high-quality SEL standards, including examples from states identified as part of CASEL’s State Scan.
Dusenbury, L., Weissberg, R. P., Goren, P., & Domitrovich, C. (2014). State standards to advance social and emotional learning: Findings from CASEL’s state scan of social and emotional learning standards, preschool through high school, 2014. Chicago: Collaborative, for Academic, Social, and Emotional Learning.
To help educators, district officials, and other education stakeholders to better access resources from across the federal government related to school climate and discipline, the U.S. Department of Education developed this directory of pre-K-12 school climate and discipline resources. The directory includes titles, electronic links, descriptions, and other relevant information for a range of resources related to research and monitoring, training products and tools, technical assistance centers, federal policy and guidance, and federal initiatives related to school discipline and school climate.
U.S. Department of Education. (2014). Directory of Federal School Climate and Discipline Resources. Washington, D.C.: Author.