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

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Joseph E. Zins
Teachers College Press, 2004 - Education - 244 pages
1 Review
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, including: building skills linked to cognitive development, encouraging student focus and motivation, improving relationships between students and teachers, creating school-family partnerships to help students achieve, and increasing student confidence and success.
  

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User Review - Flag as inappropriate

Programmes rarely work well in schools. Full of theory and belief but practical application is biased in my view. Research on SEAL in UK said programme imlementation was patchy and outcomes vraiable even negative. Too many assumptions. To form such relationships is not about programs but about how a school operates. Look up vertical tutoring which has better answers. While there is a link (we are human), developing SEL needs more thought. A pity academics don't work in schools as teachers. They would better appreciate infidelity to doctrines. 

Review: Building Academic Success on Social and Emotional Learning: What Does the Research Say? (Social Emotional Learning, 5)

User Review  - Megan - Goodreads

Offers good overviews and good case studies showing how these programs can be done. Read full review

Contents

The Scientific Base Linking Social and Emotional Learning
3
A Framework
23
The Three Cs of Promoting Social and Emotional Learning
40
Significance for Social
59
Social Emotional
76
Social and Emotional Learning in Teacher Preparation Standards
94
Strategies to Infuse Social and Emotional Learning
113
Social Development and Social and Emotional Learning
135
A SchoolBased
151
Theory and Research
170
PARTm
202
Implications
209
and Roger P Weissberg
219
Index
227
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About the author (2004)

Zins is Professor of Education at the University of Cincinnati and a Leadership Team member of the Collaborative for Academic, Social, and Emotional Learning (CASEL).

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