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Educating minds and hearts social emotional learning and the passage into adolescence edited by Jonathan Cohen ; foreword by Howard Gardner.

Colaborador(es): Series Series on social emotional learningDetalles de publicación: Alexandria, Va. Association for Supervision and Curriculum Development; New York Teachers College Press 1999.Descripción: xiv, 202 p. 23 cmISBN:
  • 0-87120-348-0 (pbk.)
Tema(s):
Contenidos:
Social and emotional learning past and present: a psychoeducational dialogue / Jonathan Cohen -- The meaning of development in middle school / William Solodow -- Why SEL is the better way: the New Haven social development program / Timothy P. Shriver, Mary Schwab-Stone, and Karol DeFalco -- Creating a positive school climate: strategies for fostering self-esteem, motivation, and resilience / Robert B. Brooks -- Social decision making and problem solving: essential skills for interpersonal and academic success / Maurice Elias and Linda Bruene Butler -- The development of responsibility in early adolescence: approaches to social and emotional learning in the middle school / Ruth Charney, Linda Crawford, and Chip Wood -- Social and emotional learning: a psychoanalytically informed perspective / Steven Marans and Jonathan Cohen -- Waging peace in our schools: social and emotional learning through conflict resolution / Janet Patti and Linda Lantieri -- Social, emotional, and political learning / Peggy McIntosh and Emily Style -- The cognitive, emotional, and behavioral (CEB) framework for promoting acceptance of diversity / Norris M. Haynes and Steven Marans -- Successful implementation of SEL programs: lessons from the thinking skills movement / Ronald S. Brandt -- Learning about social and emotional learning: current themes and future directions / Jonathan Cohen.
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Imagen de cubierta Tipo de ítem Biblioteca actual Biblioteca de origen Colección Ubicación en estantería Signatura topográfica Materiales especificados Info Vol URL Copia número Estado Notas Fecha de vencimiento Código de barras Reserva de ítems Prioridad de la cola de reserva de ejemplar Reservas para cursos
Libro Biblioteca Encarnación Valdés Colección General bev 370.153 E2447 (Navegar estantería(Abre debajo)) c.2 Disponible 80000002147117
Libro Biblioteca Encarnación Valdés Colección General bev 370.153 E2447 (Navegar estantería(Abre debajo)) Disponible 80000002076423
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Includes bibliographical references and index.

Social and emotional learning past and present: a psychoeducational dialogue / Jonathan Cohen -- The meaning of development in middle school / William Solodow -- Why SEL is the better way: the New Haven social development program / Timothy P. Shriver, Mary Schwab-Stone, and Karol DeFalco -- Creating a positive school climate: strategies for fostering self-esteem, motivation, and resilience / Robert B. Brooks -- Social decision making and problem solving: essential skills for interpersonal and academic success / Maurice Elias and Linda Bruene Butler -- The development of responsibility in early adolescence: approaches to social and emotional learning in the middle school / Ruth Charney, Linda Crawford, and Chip Wood -- Social and emotional learning: a psychoanalytically informed perspective / Steven Marans and Jonathan Cohen -- Waging peace in our schools: social and emotional learning through conflict resolution / Janet Patti and Linda Lantieri -- Social, emotional, and political learning / Peggy McIntosh and Emily Style -- The cognitive, emotional, and behavioral (CEB) framework for promoting acceptance of diversity / Norris M. Haynes and Steven Marans -- Successful implementation of SEL programs: lessons from the thinking skills movement / Ronald S. Brandt -- Learning about social and emotional learning: current themes and future directions / Jonathan Cohen.

Reseñas proporcionadas por Syndetics

CHOICE Review

This volume, one of a series of edited works on social and emotional learning (SEL), focuses on the middle school child. Editor Cohen is affiliated with psychology and education at Teachers College, Columbia Univ., and he is director of the Program for Social and Emotional Learning. Chapter authors are experienced professionals in their respective fields (e.g., education, psychology, development) as well as in the field of SEL. The essays cover a broad range of topics, from the history of SEL to adolescent development to successful implementation of SEL programs. Most chapters are written at a level appropriate for upper-level undergraduate through graduate students. The volume covers psychoanalytic and cognitive-behavioral theoretical frameworks and includes a review of the literature regarding outcome studies of SEL. Most importantly, the essays summarize what has been done in the field of SEL and indicate future directions for research and practical applications of SEL programs. Given the timely importance of the subject matter, this volume should be considered required reading for all students who are committed to a career in education. M. F. Russo Slippery Rock University of Pennsylvania
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