Handbook of Prosocial Education, Volume 2

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Philip M. Brown, Michael W. Corrigan, Ann Higgins-D'Alessandro
Rowman & Littlefield Publishers, Oct 12, 2012 - Education - 868 pages
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Handbook of Prosocial Education is the definitive theoretical, practical, and policy guide to the prosocial side of education, the necessary second side of the educational coin. Academic teaching and learning are the first side of education; however, academic success depends upon the structures and support of prosocial educational efforts from promoting positive school climate to fostering student and teacher development to civic literacy and responsible and critical citizenship participation. The Handbook of Prosocial Education chapters, written by highly-respected researchers and outstanding educators, represent the wide range of research-based prosocial interventions from pre-school through high school. The chapters explore and explain how prosocial education helps teachers create effective classroom learning environments to support the development of the whole student, principals encourage positive school climate, and superintendents work to improve the health and well-being of their systems. As readers will learn, when done well, prosocial education develops the capacities and competencies of students, teachers, and school administrators that lead to a more autonomous, positive self-concept, greater sense of purpose, more socially responsible behaviors, and increased connections between families, schools, and communities.
This book pulls together in one place for the first time the various threads that create the prosocial education tapestry, making a compelling case for the necessity of changing national educational policy that continues to be ever-more oriented to only the academic side of the educational coin, thus jeopardizing the foundational and historic purpose of educating our children for their full human development and participation in our democracy.


 

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Contents

Prosocial Development
3
CHAPTER 2 The History of Prosocial Education
39
CHAPTER 3 The History and Direction of Research on Prosocial Education
51
CHAPTER 4 The Practice of Prosocial Education
71
A Coherent Approach to Putting Applied Theory into Action
91
Evidence and Practice
113
A Primer on History Research and Effective Practices
115
Case Study 6A Francis Howell Middle School Missouri
137
The Synergy between Teacher and Students
445
It Starts with You
459
Positive Action at Farmdale Elementary School
465
CHAPTER 14 Prevention of Harassment Intimidation and Bullying
473
Case Study 14A Lynch Elementary School Bullying Prevention Program
499
Addressing Social Aggression through Bystander Leadership Groups
505
Students as the Key
515
Prosocial Education in Early Childhood Development
525

Case Study 6B The Jefferson Way
143
CHAPTER 7 Civic Education and Prosocial Behavior
149
Case Study 7A Project Citizen
167
Social Responsibility for Public Resources
171
CHAPTER 8 Moral Education
179
Case Study 8A Philosophy as Prosocial Education
197
Case Study 8B Reading for Life
211
Democracy and Learning
223
A Prosocial Strategy That RecognizesEducates and Supports the Whole Child and the Whole School Community
227
The Road Map to Student Achievement
253
Case Study 9B School Climate Reform at Upper Merion Area Middle School
263
Service Learning as Community Building
271
Case Study 10A Service Learning Success in Philadelphia
289
Case Study 10B Service Learning in Mineola High School
295
Lake Riviera Middle School
301
Theory Research and Programs
311
Case Study 11A Implementing the PATHS Program in Birmingham UK
347
Case Study 11B Roots of Empathy
353
Social and Emotional Learning
365
Approaches for Teachers and Students
371
Case Study 12A Learning to BREATHE
399
Case Study 12B Implementing the Cultivating Awareness and Resilience in Education CARE Program
409
CHAPTER 13 Positive Youth Development
415
Case Study 15A The Early Learning Campus
545
A Superintendents Perspective on Tools of the Mind
551
CHAPTER 16 After School as a Context for Prosocial Development
559
A Prosocial Application in AfterSchool Settings
573
Case Study 16B The Committee for Hispanic Children and Families AfterSchool Program at PSMS 279
585
CHAPTER 17 Building a Prosocial MindSet in Teacher and Administrator Preparation Programs
589
Case Study 17A Developing Emotionally Intelligent School Counselors for the Prosocial Classroom
609
A Tale of Prosocial Education Reform in Two Principals and Two Middle Schools
619
Articulating the Value of Service Learning in Teacher Education
627
CHAPTER 18 Multicultural Education Isasin Prosocial Education
635
Case Study 18A Facing History and Ourselves
665
Creating a Prosocial Context
681
Who Does Prosocial Education and How Do They Do It?
689
CHAPTER 19 The District Superintendents Role in Supporting Prosocial Education
691
CHAPTER 20 The School Principals Role in Planning and Organizing Prosocial Education
709
CHAPTER 21 The School Specialists Role as a Champion of Prosocial Education
717
CHAPTER 22 The Teachers Role in Implementing Prosocial Education
723
Part IV SUMMARY AND RECOMMENDATIONS
729
CHAPTER 23 The Body of Evidence Supporting the Call for Prosocial Education
731
Weaving a Tapestry to Support Policy and Practice
767
Index
801
About the Contributors
821
Copyright

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List of Contributors:
Wolfgang Althof, Karen Mariska Atkinson, Maya Falcon Aviles, Nick Axford, Betty Bardige, Joyce A. Barnes, Dennis J. Barr, Anna Bateman, Jim Bentley, Marvin W. Berkowitz, Sheldon H. Berman, Melinda C. Bier, Elena Bodrova, Satpal Boyes, Margaret Stimmann Branson, Trish Broderick, Fay E. Brown, Philip M. Brown, Vanessa Camilleri, Florence Chang, Jonathan Cohen, James P. Comer, Maureen Connolly, Michael W. Corrigan, E. Janet Czarnecki, Lisa De Bellis, Ms. Teresita Saracho de Palma, Joyce A. DeVoss, Maurice J. Elias, Connie Flanagan, Brian Flay, Erin Gallay, Karen Geller, Larissa K. Giordano, Colette Gosselin, Maughn Gregory, Michelle E. Grimley, Doug Grove, Scott Hall, Heidi L. Hallman, Deborah Hecht, Ann Higgins-D’Alessandro, Jennie Hine, Cheryl Hopkins, Anne-Marie Hoxie, Jill L. Jacobi-Vessels, Patricia A. Jennings, Amy Johnston, Bridget Kerrigan, Yael Kidron, Denise C. Koebcke, Tony Lacey, Jennifer Lane, Ann Larson, Minna Lehtonen, Ricardo Lopez, Vonda Martin, Jennifer McElgunn, Tinia R. Merriweather, Johncarlos M. Miller, Laura C. Morana, Jacqueline A. Norris, Judith Nuss, Mary Utne O’Brien, Monique Tjan Ohashi, David Osher, Kristen Pelster, Laura J. Pinger, Ann Marie R. Power, F. Clark Power, Joan Reubens, Howard Rodstein, Robert W. Roeser, Judy Rosen, Kimberly A. Schonert-Reichl, Alesha D. Seroczynski, Christine Sherretz, Chris Smith, Frank J. Snyder, Susan Stillman, Betty W. Straub, Michael Swartz, Sandy Swartz, Janet E. Th ompson, Ross A. Thompson, Janet Urbanski, Dorothy J. Veith, Philip Vincent, Becky Wilson, Abby C. Winer, Jose C. Zamora

About the Authors:
Philip M. Brown is former director of the Center for Social and Character Development and fellow at the Center for Applied Psychology at Rutgers University. He also serves as senior consultant for the National School Climate Center.

Michael W. Corrigan is associate professor of educational psychology, human development, and research methods at Marshall University, where he also serves as director of research for the College of Educations.

Ann Higgins-D’Alessandro is professor of psychology and former director of the Applied Developmental Psychology Graduate Program at Fordham University. She also serves as director of Development for the international Association for Moral Education.

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