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Explore Evidence-based Teacher Professional Development

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University of Flourishing
Evidence-based Teacher Professional Development

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Displaying 401 - 450 of 908

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Benn R, Akiva T, Arel S, Roeser RW. 2012. Mindfulness training effects for parents and educators of children with special needs.. Developmental Psychology. 48(5):1476-1487.

Singh N.N., Lancioni G.E., Winton A.S., Karazsia B.T., Singh J.. 2013. Mindfulness training for teachers changes the behavior of their preschool students. Research in Human Development. 10(3):211-233.

Napoli M. 2004. Mindfulness Training for Teachers: A Pilot Program. Complementary health practice review. 9(1):31-42.

Wilde S, Sonley A, Crane C, Ford T, Raja A, Robson J, Taylor L, Kuyken W. 2019. Mindfulness Training in UK Secondary Schools: a Multiple Case Study Approach to Identification of Cornerstones of Implementation. Mindfulness. 10(2):376-389.

Eskic J, Kuhlmann SMerle, Kreinbihl K, Hammerle F. 2019. Mindfulness-based and cognitive-based stress prevention in student teachers (startklar): study protocol of a randomised controlled trial. BMJ open. 9(2):e021941.

Klingbeil DA, Renshaw TL. 2018. Mindfulness-based interventions for teachers: A meta-analysis of the emerging evidence base. School Psychology Quarterly: The Official Journal of the Division of School Psychology, American Psychological Association. 33(4):501-511.

Garner PW, Bender SL, Fedor M. 2018. Mindfulness-based SEL programming to increase preservice teachers' mindfulness and emotional competence. Psychology in the Schools. 55(4):1-390.

Gold E, Smith A, Hopper I, Herne D, Tansey G, Hulland C. 2010. Mindfulness-Based Stress Reduction (MBSR) for Primary School Teachers. Journal of Child and Family Studies. 19(2):184-189.

Big Think. Submitted. Mindfulness: How to Call Off the Emotional Attack Dogs.

Garner PWFedor. 2018. Mindfulnessbased SEL programming to increase preservice teachers' mindfulness and emotional competence..

Anonymous. Submitted. MISTAKES and the Brain Science of Learning.

Ee J. 2014. Modifying Defining Issues Test (DIT) as a Tool for Assessing Secondary Students' Social-Emotional Competencies. Asia Pacific Education Review. 15(2):247-256.

Yang C, Bear GG, May H, Curby T. 2018. Multilevel Associations Between School-Wide Social-Emotional Learning Approach and Student Engagement Across Elementary, Middle, and High Schools. School Psychology Review. 47(1):45-61.

Edgar S, Lautzenheiser Tauthor.. 2017. Music education and social emotional learning: the heart of teaching music. :195.

Ross MR, Powell SRose, Elias MJ. 2002. New Roles for School Psychologists: Addressing the Social and Emotional Learning Needs of Students.. School Psychology Review. 31(1):43-52.

Hallquist RAnne. 2018. New teachers and wellbeing.

Shriver TP, Weissberg RP. 2005. No Emotion Left Behind. The New York Times.

White N. Submitted. Not Your Normal Social Emotional Learning.

Education RSchool of, Datta M, Sacks D. 2018. Nourish to flourish: strengthening social emotional wellness of teachers to mitigate stress, enrich engagement, and increase efficacy: an evaluation study.

Anonymous. Submitted. NPR Education Interview with Patricia Jennings.

Jung V, Short RH. 2004. Organization of Successive Events during Social-Emotional Interactions between Infants Who Are Deaf or Hard of Hearing and Caretakers: Implications for Learning Syntax. Volta Review. 104(2):69-92.

Vassilopoulos SP, Brouzos A, Koutsianou A. 2018. Outcomes of a Universal Social and Emotional Learning (SEL) Group for Facilitating First-Grade Students' School Adjustment. International Journal of School & Educational Psychology. 6(3):223-236.

Dresser R. 2013. Paradigm Shift in Education: Weaving Social-Emotional Learning into Language and Literacy Instruction. i.e.: inquiry in education. 4(1)

Miller JS, Wanless SB, Weissberg RP. 2018. Parenting for Competence and Parenting with Competence: Essential Connections between Parenting and Social and Emotional Learning. School Community Journal. 28(2):9-28.

Cahir S, Melbourne V) Catholic. 2010. Partnership resources for social and emotional learning (SEL) in Catholic school communities. :34.

Wenz-Gross M, Yoo Y, Upshur CC, Gambino AJ. 2018. Pathways to Kindergarten Readiness: The Roles of Second Step Early Learning Curriculum and Social Emotional, Executive Functioning, Preschool Academic and Task Behavior Skills. Grantee Submission. 9

Festival of Faiths. 2017. Patricia "Tish" Jennings | THE SCIENCE OF COMPASSION | 2017 Festival of Faiths.

Tan KShin. 2018. Patterns of social-emotional learning needs among high school freshmen students. Sinha, Gaurav..

DeLay D, Zhang L, Hanish LD, Miller CF, Fabes RA, Martin CLynn, Kochel KP, Updegraff KA. 2016. Peer Influence on Academic Performance: A Social Network Analysis of Social-Emotional Intervention Effects. Prevention Science: The Official Journal of the Society for Prevention Research. 17(8):903-913.

Al-Yagon M. 2016. Perceived Close Relationships with Parents, Teachers, and Peers: Predictors of Social, Emotional, and Behavioral Features in Adolescents With LD or Comorbid LD and ADHD. Journal of Learning Disabilities. 49(6):597-615.

Barnes TNavelene, McCallops K. 2019. Perceptions of Culturally Responsive Pedagogy in Teaching SEL. Journal for Multicultural Education. 13(1):70-81.

Strauss V. 2019. Perspective | Report: The effect chronic stress has on children at school — and why policymakers should care. Washington Post.

Strauss V. 2018. Perspective | Teacher: We must teach emotional literacy to boys. Here’s what happened when I tried.. Washington Post.

Singer, Dorothy G., Golinkoff, Roberta M., Hirsh-Pasek, Kathy. 2010. Play=learning: how play motivates and enhances children's cognitive and social-emotional growth. :272.

Lahey J. 2014. Playing Nicely With Others: Why Schools Teach Social Emotional Learning. Motherlode Blog.

Anonymous. Submitted. Playing Nicely With Others: Why Schools Teach Social Emotional Learning - The New York Times.

Cherkowski S. 2018. Positive Teacher Leadership: Building Mindsets and Capacities to Grow Wellbeing. International Journal of Teacher Leadership. 9(1):63-78.

Martin RAnn, Alacaci C. 2015. Positive Youth Development in Turkey: A Critical Review of Research on the Social and Emotional Learning Needs of Turkish Adolescents, 2000-2012. Research Papers in Education. 30(3):327-346.

Feuerborn L, Tyre A. 2009. Practical Social-Emotional Learning Tools for Students with Specific Learning Disabilities in the United States of America. Journal of the International Association of Special Education. 10(1):21-25.

Zinsser K.M, Denham S.A., Shewark E.A.. 2015. Practice what you preach: Teachers perceptions of emotional competence and emotionally supportive classroom practices.

Evelein FG, Korthagen FAJ. 2015. Practicing core reflection: activities and lessons for teaching and learning from within.

Lucas LJ. 2018. Practicing presence: simple self-care strategies for teachers. :214.

Collie RJ, Shapka JD, Perry NE. 2011. Predicting Teacher Commitment: The Impact of School Climate and Social-Emotional Learning. Psychology in the Schools. 48(10):1034-1048.

Shapiro VB, Kim B.KElizabe, Accomazzo S, Roscoe JN. 2016. Predictors of Rater Bias in the Assessment of Social-Emotional Competence. International Journal of Emotional Education. 8(2):25-44.

Kasson EM, Wilson AN. 2017. Preliminary Evidence on the Efficacy of Mindfulness Combined with Traditional Classroom Management Strategies. Behavior Analysis in Practice. 10(3):242-251.

MacKay L. 2007. Preliminary examination of the effects of the Strong Kids social emotional learning curriculum on grade 4 students' social emotional resiliency, social standing and likeability. University of British Columbia. The Faculty of Graduate Studies. (School Psychology). Thesis. M.A., 2007; Variation: University of British Columbia.; School Psychology Program.; Thesis.; M.A.; 2007..

Castillo-Gualda R, García V, Pena M, Galán A, Brackett MA. 2017. Preliminary Findings from RULER Approach in Spanish Teachers' Emotional Intelligence and Work Engagement. Electronic Journal of Research in Educational Psychology. 15(3):641-664.

Reiser JE, McCarthy CJ. 2018. Preliminary Investigation of a Stress Prevention and Mindfulness Group for Teachers. The Journal for Specialists in Group Work. 43(1):2-34.

Fornaris E, Knotek S, Demetriou C, Griffin D, Fornaris E. Submitted. Preliminary Outcomes and Feasibility of a Social-Emotional Learning Intervention for Hispanic/Latino Undergraduates.

Doromal JB, Cottone EA, Kim H. 2019. Preliminary Validation of the Teacher-Rated DESSA in a Low-Income, Kindergarten Sample. Journal of Psychoeducational Assessment. 37(1):40-54.

Pages

Page
of 19

Owner

Valentina Zabrovskaya

Accessibility

This subcollection is Public - accessible to all site users

Parent Collection

University of Flourishing

Members

Aks8x *
Cft9my
David Germano *
Lyndsay Alexander *
Michael Sheehy *
Mmf6a *
Rhs4kq *
Valentina Zabrovskaya
Veronica Kuhn *

* denotes that this member is inherited from a parent collection

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