By Joseph E. Zins, Roger P. Weissberg, Margaret C. Wang, Herbert J. Walberg
During this groundbreaking e-book, nationally well-known leaders in schooling and psychology learn the relationships among social-emotional schooling and college success—specifically concentrating on interventions that increase pupil studying. supplying medical facts and sensible examples, this quantity issues out the various merits of social emotional studying courses, together with: construction abilities associated with cognitive improvement, encouraging pupil concentration and motivation, enhancing relationships among scholars and academics, developing school-family partnerships to assist scholars in achieving, and lengthening pupil self assurance and luck.
Read or Download Building Academic Success on Social and Emotional Learning: What Does the Research Say (Social Emotional Learning, 5) PDF
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Extra info for Building Academic Success on Social and Emotional Learning: What Does the Research Say (Social Emotional Learning, 5)
Zimmerman, B. , & Schunk, D. H. ). (2001). ). Mahwah, NJ: Erlbaum. Zins, J. , Elias, M. , Greenberg, M. , & Weissberg, R. P. (2000). Promoting social and emotional competence in children. In K. M. Minke & G. C. ), Preventing school problems—promoting school success: Strategies and programs that work (pp. 71–100). Bethesda, MD: National Association of School Psychologists. 40 Foundations of Social and Emotional Learning CHAPTER 3 The Three Cs of Promoting Social and Emotional Learning DAVID W. JOHNSON AND ROGER T.
In addition to understanding emotional and social aspects of learning, research also confirms that learning is a natural process, inherent to living organisms (APA, 1997). , McCombs, 2001, 2003; Zimmerman & Schunk, 2001). Real-life learning is often playful, recursive and nonlinear, engaging, selfdirected, and meaningful from the learner’s perspective. But why are the natural processes of motivation and learning seen in real life rarely seen in most school settings? Research shows that self-motivated learning is possible only in contexts that provide for choice and control.
Our challenges now are to continue to develop the link between SEL interventions and academic achievement and to apply this knowledge more broadly to assist all children. By providing readers with this information, we hope to influence practice, research, training, and policy. We invite you to travel with us on the journey to learn more about the promotion of SEAL. REFERENCES Adelman, H. , & Taylor, L. (2000). Moving prevention from the fringes into the fabric of school improvement. Journal of Education and Psychological Consultation, 11(1), 7–36.