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

Joseph E. Zins

Teachers College Press, Apr 15, 2004 - Education - 244 pages

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.

Contents

• The Scientific Base Linking Social and Emotional Learning: 3
• PART II: 16
• 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
• Recommendations: 209
• About the Editors and the Contributors: 219
• Index: 227

About the author

Joseph E. 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). Roger P. Weissberg is a Professor of Psychology and Education at the University of Illinois at Chicago (UIC) and Executive Director of CASEL. Margaret C. Wang was the founder and Director of the Center for Research in Human Development and Education at Temple University. Herbert J. Walberg is Emeritus Professor of Education and Psychology at UIC.

Bibliographic information

• Title: Building Academic Success on Social and Emotional Learning: What Does the Research Say?; The series on social emotional learning
• Editor: Joseph E. Zins
• Edition: illustrated
• Publisher: Teachers College Press, 2004
• ISBN: 0807744395, 9780807744390
• Length: 244 pages
• Subjects: Education / Educational Psychology