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• The place of affective education in England, Ron Best-- Drug education in Europe, Brian Dobson-- Affective education and quality of life in Italian schools, Maria Teresa Crucilia-- Twenty years A'Growing, Una Collins-- The development of altruism, Victoria Gordillo-- Affective education in Israel elementary schools - principles and practice an affective education intervention programme in Israel - dealing with stress in the elementary school, Jaacov Katz-- The affective dimension of the Danish "folkeskole", Neils Kryger, Kirsten Reisby-- Upbringing - a role for the school? Kirsten reisbt-- Affective and aesthetic dimensions in the learning process - in a Danish historical perspective, Neils Kryger-- Coping with bullying and developing positive behaviour, Peter Lang-- Personal and social education in Portugal - is education really fostering development? Isabel Menezes, Bartalo Campos-- Affective education in the new Spanish education reforms, Ana Maria Pampliega, Manuel Marroquin-- The affective dimension in the Russian education system - Russian teachers and emerging affective trends in the Russian education systems, Alex Minaev-- Continuity and welcome, Emma Urgesi Marina Zoccoli.
• (source: Nielsen Book Data)

Affective education can be defined as that part of the educational process which concerns itself with the attitudes, feelings, beliefs and emotions of students. Central to the concept is the acknowledgement that student's feelings about themselves as learners and about their academic subjects can be at least as influential as their actual ability. This collection features the work of contributors from countries such as Belgium, Denmark, Russia, Germany, Israel, Spain and the UK. It shows how the practical approach to affective education varies from nation to nation. By analyzing the underlying theory, this text sets out to bring the different approaches closer together, to enable teachers across the continent to work towards a positive common ground.
(source: Nielsen Book Data)

• The importance of social and emotional learning / David W. Johnson and Roger T. Johnson
• Dispositions: responsibilities of teacher educators and teacher candidates / Maria McKenna
• Examining teacher candidates' perceptions of teachers' professional dispositions / Nancy P. Gallavan, Terrell M. Peace, and Regina M. Ryel Thomason
• Developing and assessing teacher candidates' dispositions: a beneficial process for all / Cheryl J. Rike and L. Kathryn Sharp
• A reconceptualization of teacher manner / Richard D. Osguthorpe
• Hope and heart in action: case studies of teacher interns reaching students / Thomas E. Baker
• An overview of character education and recommendations for implementation / Donna J. Dockery
• Affective education through best practices and conflict resolution / Candace H. Lacey, Patrice R. Leblanc, and Nancy L. Maldonado
• Applying principles of invitational education / Gail E. Young and Alex J. Tripamer.

This book helps teachers to visualize teaching and learning holistically, linking the knowledge, skills, and dispositions that students need to know, do, and feel, to achieve in school and become lifelong learners.
(source: Nielsen Book Data)

• Contents: P. L. Thomas/Paul R. Carr/Julie Gorlewski/Brad J. Porfilio: "God damn it, you've got to be kind." - Theoretical Framework - Rachel K. Brickner: Public Education and the Ethics of Care: Toward a Politics of Kindness? - Michael Burger: Are We Educating Our Children Within a Culture of Care? - Sharon M. Chubbuck/Brandon Buck: No Excuses for "No Excuses": Counternarratives and Student Agency - Lee-Anne Gray: Empathic Education for a Compassionate Nation: A Pedagogy of Kindness and Respect for Healing Educational Trauma - Jiacheng Li/Mei Ni: Renewing the Confucian Tradition: Kindness and Respect in Children's Everyday Schooling - Maria K. McKenna: "When I explain it, you'll understand": Children's Voices on Educational Care - Angela C. Passero/Carrie L. Gentner/Vonzell Agosto: Prekindergarten Policy and Politics: Discursive (Inter)play on Readying the Ideal Learner - Chiara D'Amore/Denise Mitten: Nurtured Nature: The Connection Between Care for The Experience of Caring - Laura J. Dull/Diana B. Turk: No More Disrespect: Teaching All Students to Question Right and Wrong in History - Candice C. Carter: Peace Education About the Lives of Children - A. Scott Henderson: Acknowledging and Validating LGBT Identities: Toward a Pedagogy of Compassion - Ursula A. Kelly: Reclaiming Kindness, Courage, and Compassionate Justice in Difficult Educational Times - Cammie Kim Lin: A Critical Pedagogy of Care and Respect: What Queer Literacy Pedagogy Can Teach Us About Education for Freedom - Michalinos Zembylas/Robert Hattam/Maija Lanas: Toward Pedagogies of "Senseless Kindness" in Critical Education.
• (source: Nielsen Book Data)

Pedagogies of Kindness and Respect presents a wide variety of concepts from scholars and practitioners who discuss pedagogies of kindness, an alternative to the "no excuses" ideology now dominating the way that children are raised and educated in the U.S. today. The fields of education, and especially early childhood education, include some histories and perspectives that treat those who are younger with kindness and respect. This book demonstrates an informed awareness of this history and the ways that old and new ideas can counter current conditions that are harmful to both those who are younger and those who are older, while avoiding the reconstitution of the romantic, innocent child who needs to be saved by more advanced adults. Two interpretations of the upbringing of children are investigated and challenged, one suggesting that the poor do not know how to raise their children and thus need help, while the other looks at those who are privileged and therefore know how to nurture their young. These opposing views have been discussed and problematized for more than thirty years. Pedagogies of Kindness and Respect investigates the issue of why this circumstance has continued and even worsened today.
(source: Nielsen Book Data)

• Prologue: How to be a teacher (part one)
• Founding fathers
• A teacher is born
• Spartan tragedy
• Knead and rise
• An educational start-up
• Lemov's taxonomy
• The discipline of discipline
• The power of an inside joke
• The holy grail
• A profession of hope
• Epilogue: How to be a better teacher (part two).

Everyone agrees that a great teacher can have an enormous impact. Yet we still don't know what, precisely, makes a teacher great. Is it a matter of natural-born charisma? Or does exceptional teaching require something more? Building a Better Teacher introduces a new generation of educators exploring the intricate science underlying their art. A former principal studies the country's star teachers and discovers a set of common techniques that help children pay attention. Two math teachers videotape a year of lessons and develop an approach that has nine-year-olds writing sophisticated mathematical proofs. A former high school teacher works with a top English instructor to pinpoint the key interactions a teacher must foster to initiate a rich classroom discussion. Through their stories, and the hilarious and heartbreaking theater that unfolds in the classroom every day, Elizabeth Green takes us on a journey into the heart of a profession that impacts every child in America. What happens in the classroom of a great teacher? Opening with a moment-by-moment portrait of an everyday math lesson-a drama of urgent decisions and artful maneuvers-Building a Better Teacher demonstrates the unexpected complexity of teaching. Green focuses on the questions that really matter: How do we prepare teachers and what should they know before they enter the classroom? How does one get young minds to reason, conjecture, prove, and understand? What are the keys to good discipline? Incorporating new research from cognitive psychologists and education specialists as well as intrepid classroom entrepreneurs, Green provides a new way for parents to judge what their children need in the classroom and considers how to scale good ideas. Ultimately, Green discovers that good teaching is a skill. A skill that can be taught. A provocative and hopeful book, Building a Better Teacher shows that legendary teachers are more than inspiring; they are perhaps the greatest craftspeople of all.
(source: Nielsen Book Data)

• 1. Social and Emotional Learning: What It Is and What It Can Do for Your Students
• 2. Strategic Planning for Social and Emotional Learning
• 3. Social and Emotional Learning Curricula: A Review of Programs and Guide to Selection
• 4. The Essentials of Using Social and Emotional Learning in the Classroom
• 5. Academics and Social and Emotional Learning: An Interconnected and Integrated Relationship
• 6. One Size Does Not Fit All: Adapting Social and Emotional Learning in Our Multicultural World, with Sara Castro-Olivo, Ana d'Abreu, Jessica Furrer, & Oscar Widales-Benitez
• 7. Assessment and Evaluation Strategies in Social and Emotional Learning
• 8. Social and Emotional Learning and Mental Health Interventions: A Multi-Tiered and Ecological Approach
• 9. Educators' Social and Emotional Competence References Index.
• (source: Nielsen Book Data)

This trusted resource--now in a thoroughly updated second edition reflecting the tremendous growth of the field--provides a best-practice guide to planning and implementing social and emotional learning (SEL) in K-12 classrooms and schools. The authors present a roadmap to help practitioners choose exemplary programs and strategies, integrate SEL with academics and mental health interventions, create culturally affirming programming for diverse students, use assessment to guide data-based decision making, and support educator SEL. In a convenient large-size format, the volume includes illustrative vignettes and 24 reproducible worksheets and other practical tools. Purchasers get access to a Web page where they can download and print the reproducible materials. New to This Edition *Chapter on educators' social and emotional competence and teacher wellness. *Expanded coverage of implementation and systems issues, strategies for weaving SEL into the school day, applying SEL within a multi-tiered system of support, and professional development. *Numerous new and revised worksheets--now downloadable--including new educator reflection activities in each chapter. *Timely topics and themes infused throughout--such as culturally responsive and trauma-informed practices, teacher-family-community partnerships, and relationships as a foundation to SEL success--plus updated SEL resources. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
(source: Nielsen Book Data)

• Introduction Overview Rationale For The Text What is SEL? A Taxonomy of SEL Why Has SEL Become So Popular? What can Research Tell Us About SEL? The Importance of Implementation The Structure of this Book Notes on Voice, Terminology and Textual Features What Do We Mean by Social and Emotional Learning? Overview The Prevailing Definition of SEL The Universalist Approach (And Its Potential Problems) What Is The Nature Of The Skills Imparted Through SEL? The Broader Discourse - Diversity Or Dilution? Mapping SEL And Associated Concepts The Backbone Of SEL Mental Health And Well-being How Does SEL Work? An Analysis Of The Logic Model Direct Links Between SEL And School Outcomes Indirect Links Between SEL And School Outcomes Further Reading Origins and Influences Overview The Historical Rools of SEL Progressive Education The Interplay Between Emotions And Reason The Influence Of Social, Emotional And Multiple Intelligences The Self-esteem Movement A Youth In Crisis Evidence For Hope Rather Than Despair Risk, Protection And Resilience The Field Of School-based Prevention The Political and Financial Drivers of SEL Further Reading SEL Around the World Overview The United States England Northern Ireland Australia Sweden Singapore Convergences And Divergences in SEL Across The World - An Analysis Further Reading Assessment Overview The Importance Of Assessment Key Issues In Assessing SEL A Selected Anthology Of Measures Of Social And Emotional Competence In Children And Young People Beyond Social And Emotional Competence - What Else Should Be Assessed? Further Reading Implementation Overview Implementation Matters Elements Of Implementation Factors Affecting Implementation Bringing It All Together - The Implementation Quality Framework Further Reading Outcomes of SEL Overview What Does The Research Tell Us About The Impact of SEL On Outcomes For Children And Young People? Key Issues In Interpreting SEL Outcome Research Interpreting SEL Evaluation Studies With Null Results: A Framework Further Reading Conclusion Overview Examine The Orthodoxy Of SEL Future Directions Final Thoughts Further Reading References Index.
• (source: Nielsen Book Data)

Social and emotional learning (SEL) is a dominant orthodoxy in education systems around the world. To many it is a panacea; to others it is a waste of time and resources. This important new book provides the first in-depth, authoritative and balanced examination of the critical issues pervading the field. An extensive and thorough review of the international research literature has enabled each substantive aspect of SEL to be examined through a critical lens. The book investigates key topics such as: @! definitions and conceptualization @! origins and influences @! international policy and practice @! assessment and monitoring @! implementation @! outcomes. The book highlights key strengths and significant flaws in SEL theory and research, and sets the agenda for the next generation of inquiry in the field. It will be useful point of reference for researchers, policy-makers, students, teachers, and anyone interested in the role played by schools in promoting children's social and emotional wellbeing.
(source: Nielsen Book Data)

• Social and Emotional Learning: What It Is, and What It Can Do for Your Students. Social and Emotional Learning Curricula: A Review of Selected Programs. The Essentials of Using Social and Emotional Learning in the Classroom. Using Social and Emotional Learning to Foster Academic Learning. One Size Does Not Fit All: Adapting Social and Emotional Learning for Use in Our Multicultural World, with Sara Castro-Olivo. When Social and Emotional Learning in the Classroom is Not Enough: Linking Students to Mental Health Services. Assessment and Evaluation Strategies in Social and Emotional Learning. Using Social and Emotional Learning within School Systems: Organizational Dynamics and Strategic Planning.
• (source: Nielsen Book Data)

This highly engaging, eminently practical book provides essential resources for implementing social and emotional learning (SEL) in any K-12 setting.
(source: Nielsen Book Data)

This much-needed volume presents current thinking about effective social and emotional education with young children. Leading national experts describe the range of programs and perspectives that elementary teachers and school specialists can use to promote social-emotional learning. They provide concrete strategies and curricular-based programs that educators can rapidly implement or integrate into school life - in and outside the classroom. This completely practical guide emphasizes techniques, strategies, and curricular approaches that will help teahcers learn what to do and how to do it. It is a natural choice for staff development workshops.
(source: Nielsen Book Data)

Presents an in-depth look at affect in the curriculum, a broad area involving personal-social development and efficacy. The author traces the history of theories and proposals regarding self-esteem, values education, multi-cultural education and other "affective" topics, and critically analyzes their present forms. To resolve the confusion and contradictions surrounding these topics in schools, a proposal is made to reconsider using and integrating the themes of democracy, human dignity and cultural diversity. In making the case, examples of how to bring the themes to life in curricular and institutional practices are described, as well as arrangements for a practical discourse in schools.
(source: Nielsen Book Data)

A neuroscience revolution is making its way into classrooms around the country, changing the way we understand how emotions influence thinking and learning. This book makes available the most pertinent scientific information in a way classroom teachers can understand and apply.
(source: Nielsen Book Data)

• Introduction: The Uncommon Core, Timothy Shriver & Jennifer Buffett I. Foundations
• 1. Social and Emotional Learning: Past, Present, and Future, Roger P. Weissberg, Joseph A. Durlak, Celene E. Domitrovich, & Thomas P. Gullotta
• 2. Applying Theory to the Development of Approaches to SEL, Marc A. Brackett, Nicole A. Elbertson, & Susan E. Rivers
• 3. Integrating SEL with Related Prevention and Youth Development Approaches, Maurice J. Elias, Larry Leverett, Joan Cole Duffell, Neil Humphrey, Cesalie Stepney, & Joseph Ferrito
• 4. Culture and Social and Emotional Competencies, Michael L. Hecht & YoungJu Shin
• 5. The Neuroscience of SEL, Clancy Blair & C. Cybele Raver
• 6. The Potential Effects of SEL on Biomarkers and Health Outcomes: A Promissory Note, Mark T. Greenberg, Deirdre A. Katz, & Laura Cousino Klein
• 7. The Economic Case for SEL, Damon Jones, Mark T. Greenberg, & Max Crowley
• 8. Financing and Funding for SEL Initiatives, Olga Acosta Price II. Evidence-Based Programming
• 9. SEL Programs for Preschool Children, Karen L. Bierman & Mojdeh Motamedi
• 10. SEL in Elementary School Settings: Identifying Mechanisms that Matter, Sara E. Rimm-Kaufman & Chris S. Hulleman
• 11. A Review of Classroom-Based SEL Programs at the Middle School Level, Robert J. Jagers, Alexis Harris, & Alexandra Skoog
• 12. SEL Programs in High School, Ariel A. Williamson, Kathryn L. Modecki, & Nancy G. Guerra
• 13. SEL in Higher Education, Colleen S. Conley
• 14. SEL for Students with High-Incidence Disabilities, Andrew L. Wiley & Gary N. Siperstein
• 15. SEL and Student-Teacher Relationships, Amanda P. Williford & Catherine Sanger Wolcott
• 16. The Role of School-Family Partnership Programs for Promoting Student SEL, S. Andrew Garbacz, Michelle S. Swanger-Gagne, & Susan M. Sheridan
• 17. After-School Programming and SEL, Thomas P. Gullotta
• 18. SEL Programs for Juvenile Justice Settings and Populations, Patrick H. Tolan, Emily Nichols, & Nicole DuVal III. Assessment
• 19. Assessment of SEL in Educational Contexts, Susanne A. Denham
• 20. Systems for Assessing and Improving Students' Social Skills to Achieve Academic Competence, Stephen N. Elliott, Jennifer R. Frey, & Michael Davies
• 21. Challenges and Opportunities in the Direct Assessment of Children's Social and Emotional Comprehension, Clark McKown
• 22. Using Formative Assessment with SEL Skills, Robert J. Marzano
• 23. Assessment of Climate and Conditions for Learning, Mark Garibaldi, Sally Ruddy, Kimberly Kendziora, & David Osher
• 24. Assessing Organizational Readiness, Shannon B. Wanless, Christine J. Groark, & Bridget E. Hatfield
• 25. Indicators of Effective SEL Practice, Sam Redding & Herbert J. Walberg IV. Toward Widespread Practice and Policy
• 26. What Everyone Should Know About Implementation, Joseph A. Durlak
• 27. SEL and Preservice Teacher Education, Kimberly A. Schonert-Reichl, Jennifer L. Hanson-Peterson, & Shelley Hymel
• 28. Inservice Preparation for Educators, Patricia A. Jennings & Jennifer L. Frank
• 29. Developing Socially, Emotionally, and Cognitively Competent School Leaders and Learning Communities, Janet Patti, Peter Senge, Claudia Madrazo, and Robin S. Stern
• 30. SEL and Schoolwide Positive Behavioral Interventions and Supports, George G. Bear, Sara A. Whitcomb, Maurice J. Elias, & Jessica C. Blank
• 31. Taking SEL to Scale in Schools: The Role of Community Coalitions, Abigail A. Fagan, J. David Hawkins, & Valerie B. Shapiro
• 32. Systemic Support for SEL in School Districts, Amy Kathryn Mart, Roger P. Weissberg, & Kimberly Kendziora
• 33. Accountability and SEL Programs: The Getting To Outcomes (R) Approach, Annie Wright, Andrea Lamont, Abraham Wandersman, David Osher, & Eric S. Gordon
• 34. Current and Potential Uses of Technology to Enhance SEL: What's Now and What's Next?, Robin S. Stern, Tucker B. Harding, Allison A. Holzer, & Nicole A. Elbertson
• 35. The Case for Preschool through High School State Learning Standards for SEL, Linda A. Dusenbury, Jessy Zadrazil Newman, Roger P. Weissberg, Paul Goren, Celene E. Domitrovich, & Amy Kathryn Mart
• 36. Federal Policy Initiatives and Children's SEL, Martha Zaslow, Bonnie Mackintosh, Sarah Mancoll, & Sarah Mandell
• 37. International Perspectives on SEL, Catalina Torrente, Anjali Alimchandani, & J. Lawrence Aber Afterword: Making SEL Work for All Children, James Comer Afterword: The Future of Social and Emotional Learning, Daniel Goleman.
• (source: Nielsen Book Data)

The burgeoning multidisciplinary field of social and emotional learning (SEL) now has a comprehensive and definitive handbook covering all aspects of research, practice, and policy. The prominent 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. Conceptual and scientific underpinnings of SEL are explored and its relationship to children's and adolescents' academic success and mental health examined. Issues in implementing and assessing SEL programs in diverse educational settings are analyzed in depth, including the roles of school- and district-level leadership, teacher training, and school-family partnerships.
(source: Nielsen Book Data)

• Meeting educational objectives in the affective and cognitive domains: Personal and social constructivist perspectives on enjoyment, motivation and learning chemistry.- Evaluating the Affective Dimension in Chemistry Education.- Getting involved: Context- based learning in chemistry education.- Gender Perspective on Affective Dimensions of Chemistry Learning.- Intuitions about Science, Technology and Nature - A Fruitful Approach to Understand Judgments about Socio-Scientific Issues.- Implementing Inquiry-based Science Education to Foster Emotional Engagement of Special Needs Students.- Affect and meeting the needs of the gifted chemistry learner: providing intellectual challenge to engage students in enjoyable learning.- It's the situation that matters - Affective involvement in context-oriented learning tasks.- Gathering psychometric evidence for ASCIV2 to support cross-cultural attitudinal studies for college chemistry programs .- Secondary School Students' Chemistry Self-Efficacy: Its Importance, Measurement, and Sources.- Second Year College Students' Scientific Attitudes and Creative Thinking Ability: Influence of a Problem-Based Learning (PBL) Chemistry Laboratory Course.- Neuroscience Engagement: The Influences of Chemistry Education on Affective Dimensions.- Evaluating Drawings to Explore Chemistry Teachers' Pedagogical Attitudes.- Chemistry Teachers' Attitudes and Needs when Dealing with Linguistic Heterogeneity in the Classroom.- Majors' Gender-Based Affective States toward Learning Physical Chemistry.
• (source: Nielsen Book Data)

This is a unique resource for those wishing to address the affective domain as they research and solve problems in chemistry education. Contributions by world-leading experts cover both fundamental considerations and practical case studies. This work fills a gap in the literature of chemistry education, which so far has focussed mainly on the cognitive domain. The affective domain refers to feelings-based constructs such as attitudes, values, beliefs, opinions, emotions, interests, motivation, and a degree of acceptance or rejection. It can affect students' interest in science topics and their motivation to persevere in learning science concepts.
(source: Nielsen Book Data)

In this much-needed text, the author provides dilemma-based teaching cases that teachers and early childhood leaders can analyze and discuss to build problem-solving and decision-making skills. Readers will reflect on challenges they are likely to experience in practice, addressing issues such as linguistically and culturally isolated children, children refusing to share with others, high-energy children struggling to develop self-regulation and executive function, and children experiencing trauma. They will also examine issues related to inadequate resources and teacher compensation. Each case portrays early childhood practitioners as they transform challenging scenarios into opportunities for the growth of social and emotional skills. This one-of-a-kind resource can be used for professional development, for courses that address the emotional and social development of young children, and with students beginning their supervised field experience to help bridge their research and practice.
(source: Nielsen Book Data)

• Contents: Liora Bresler: The Spectrum of Distance: Empathic Understanding and the Pedagogical Power of the Arts - Terry Barrett: Writing Towards Empathy - Laura Evans: Food for Thought: Idiom, Empathy, and Context in Lauren Greenfield's THIN - Sherry Mayo: Art in the Expanded Field: Notions of Empathy, Aesthetic Consciousness, and Implications for Education - Indrani Margolin: Expanding Empathy Through Dance - Boyd White: Pay Attention, Pay Attention, Pay Attention - David Swanger: Notes on Empathy in Poetry - Sean Wiebe: Aesthetic/Empathetic Punctures Through Poetry: A Lacanian Slip into Something Other Than Education - Donald Blumenfeld-Jones: Johnson, Levinas, and Sensibility: An Aesthetic Avenue to Ethics? - Juli Kramer: Multisensory Aesthetic Experiences and the Development of Empathy: The Big Bad Wolf's Not So Bad After All - Tom Anderson/Anniina Suominen Guyas: Earth Education: Interbeing and Empathy for Mother Earth - Tracie Costantino: Cultivating the Social Imagination of Preservice Teachers Through Aesthetic Reflection - Lauren Phillips/Richard Siegesmund: Teaching What We Value: Care as an Outcome of Aesthetic Education - Richard Hickman: Empathy and Art Education.
• (source: Nielsen Book Data)

Empathy must be part of education because knowledge without it is incomplete (Swanger, Essays in Aesthetic Education, 1990). Aesthetics, Empathy and Education pursues Swanger's assertion in myriad ways. The text is divided into four sections. The first addresses research methodology from widely differing perspectives. The second section scrutinizes research again, this time addressing the self as the research subject. The third section takes a more specifically philosophical approach to the topic, challenging some underlying assumptions about education and empathy. Finally, the fourth section looks at classroom practice. Aesthetics, Empathy and Education is essential reading for pre-service teachers, graduate students and instructors.
(source: Nielsen Book Data)

Examines the concept of culture and the transmission of cultural values in relation to adult education, emphasising the importance of perceiving culture as a social construct which is part of a specific value system.
(source: Nielsen Book Data)