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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 451 - 500 of 908

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Education RSchool of, Sinatra GM, Marsh JA, Mukhopadhyay A. 2017. Preparing teachers for social emotional learning driven instruction and practice.

Doctoroff GL, Fisher PH, Burrows BM, Edman MTsepilovan. 2016. Preschool Children's Interest, Social-Emotional Skills, and Emergent Mathematics Skills. Psychology in the Schools. 53(4):390-403.

Li C, Wong NKiu, Sum RKW, Yu CWah. 2018. Preservice Teachers' Mindfulness and Attitudes Toward Students With Autism Spectrum Disorder: The Role of Basic Psychological Needs Satisfaction. Adapted physical activity quarterly: APAQ. :1-14.

McBride AMoore, Chung S, Robertson A. 2016. Preventing Academic Disengagement through a Middle School-Based Social and Emotional Learning Program. Journal of Experiential Education. 39(4):370-385.

Reicher H, Matischek-Jauk M. 2017. Preventing Depression in Adolescence Through Social and Emotional Learning. International Journal of Emotional Education. 9(2):110-115.

Murphy P. Submitted. Preventing Teacher Burnout — Part 1: Why Teachers Fail To Protect Themselves. Teacher Habits: Helping Teachers Inside the Classroom.

Rosenblatt JL. 2008. Prevention of achievement loss in the middle school transition: evaluation of a social-emotional learning intervention. Rutgers University. Graduate School--New Brunswick.. :71.

Kimber B, Sandell R. 2009. Prevention of Substance Use among Adolescents through Social and Emotional Training in School: A Latent-Class Analysis of a Five-Year Intervention in Sweden. Journal of Adolescence. 32(6):1403-1413.

Kimber B. 2011. Primary prevention of mental health problems among children and adolescents through social and emotional training in school.

Elias M.J, Weissberg R.P. 2000. Primary prevention: educational approaches to enhance social and emotional learning. The Journal of School Health. 70(5):186-190.

Owen S. 2016. Professional learning communities: building skills, reinvigorating the passion, and nurturing teacher wellbeing and “flourishing” within significantly innovative schooling contexts. Educational Review. 68(4):403-419.

Durlak JA. 2016. Programme Implementation in Social and Emotional Learning: Basic Issues and Research Findings. Cambridge Journal of Education. 46(3):333-345.

McKown C. 2017. Promises and Perils of Assessing Character and Social and Emotional Learning. Journal of Character Education. 13(2):47-52.

Russell RL, Hutzel K. 2007. Promoting "Social and Emotional Learning" through Service-Learning Art Projects. Art Education. 60(3):6-11.

Wood P. 2018. Promoting and Marginalising Young Children's Social and Emotional Experiences through SEL. Early Child Development and Care. 188(7):879-891.

Devaney E, O'Brien MUtne, Tavegia M, Resnik H. 2005. Promoting children's ethical development through social and emotional learning. New Directions for Youth Development. (108):107-116,13-14.

Konishi C, Park S. 2017. Promoting Children's Healthy Social-Emotional Growth: Dialogue Journal. Journal of Education and Learning. 6(2):246-253.

Nix RL, Bierman KL, Domitrovich CE, Gill S. 2013. Promoting Children's Social-Emotional Skills in Preschool Can Enhance Academic and Behavioral Functioning in Kindergarten: Findings from Head Start REDI. Early Education and Development. 24(7):1000-1019.

Garner PW, Mahatmya D, Brown EL, Vesely CK. 2014. Promoting Desirable Outcomes Among Culturally and Ethnically Diverse Children in Social Emotional Learning Programs: A Multilevel Heuristic Model. Educational Psychology Review. 26(1):165.

Doyle BGraham, Bramwell W. 2006. Promoting Emergent Literacy and Social-Emotional Learning through Dialogic Reading. Reading Teacher. 59(6):554-564.

Cefai C. 2009. Promoting emotional education: engaging children and young people with social, emotional and behavioural difficulties. Innovative learning for all; Variation: Innovative learning for all.. :192.

Weare K. 2000. Promoting mental, emotional, and social health: a whole school approach. :167.

Taylor RD, Oberle E, Durlak JA, Weissberg RP. 2017. Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects. Child Development. 88(4):1156-1171.

Jones SM, Barnes SP, Bailey R, Doolittle EJ. 2017. Promoting Social and Emotional Competencies in Elementary School. Future of Children. 27(1):49-72.

Ciotto CM, Gagnon AG. 2018. Promoting Social and Emotional Learning in Physical Education. Journal of Physical Education, Recreation & Dance. 89(4):27-33.

DeMeulenaere M. 2015. Promoting Social and Emotional Learning in Preschool. Dimensions of Early Childhood. 43(1):8-10.

Gunter L, Caldarella P, Korth BB, K. Young R. 2012. Promoting Social and Emotional Learning in Preschool Students: A Study of "Strong Start Pre-K". Early Childhood Education Journal. 40(3):151-159.

Caldarella P, Christensen L, Kramer TJ, Kronmiller K. 2009. Promoting Social and Emotional Learning in Second Grade Students: A Study of the "Strong Start" Curriculum. Early Childhood Education Journal. 37(1):51-56.

Ang SChong, Penney D. 2013. Promoting Social and Emotional Learning Outcomes in Physical Education: Insights from a School-Based Research Project in Singapore. Asia-Pacific Journal of Health, Sport and Physical Education. 4(3):267-286.

Hromek R, Roffey S. 2009. Promoting social and emotional learning with games: its fun and we learn things.

Elias MJ. 1997. Promoting social and emotional learning: guidelines for educators. :164.

Elias, Maurice J.. 1997. Promoting social and emotional learning: guidelines for educators. :164.

Barry MM, Clarke AMary, Dowling K. 2017. Promoting Social and Emotional Well-Being in Schools. Health Education. 117(5):434-451.

Kress JS, Rotstein E. 2018. Promoting Social, Emotional, and Spiritual Learning in Congregational, and Day Schools. Journal of Jewish Education. 84(3):266-283.

Low S, Cook CR, Smolkowski K, Buntain-Ricklefs J. 2015. Promoting social-emotional competence: An evaluation of the elementary version of Second Step®. Journal of School Psychology. 53(6):463-477.

Castro-Olivo SM. 2014. Promoting social-emotional learning in adolescent Latino ELLs: a study of the culturally adapted Strong Teens program. School Psychology Quarterly: The Official Journal of the Division of School Psychology, American Psychological Association. 29(4):567-577.

Harris AR, Jennings PA, Katz DA, Abenavoli RM, Greenberg MT. 2016. Promoting Stress Management and Wellbeing in Educators: Feasibility and Efficacy of a School-Based Yoga and Mindfulness Intervention. Mindfulness. 7(1):143-154.

Jennings PA, Brown JL, Frank J, Tanler R, Doyle S, Rasheed D, DeWeese A, Greenberg M, SREE) Sfor Resear. 2014. Promoting Teachers' Social and Emotional Competence: A Replication Study of the Cultivating Awareness and Resilience in Education (CARE) Program.

Hue M-tak, Lau N-sze. 2015. Promoting well-being and preventing burnout in teacher education: a pilot study of a mindfulness-based programme for pre-service teachers in Hong Kong. Teacher Development. 19(3):381-401.

Koch PGwendolyn, University UInstitute. 2004. Promotion of social and emotional learning (Sel) in a group of Haitian adolescents.. :105.

Shapiro VB, Kim B.KElizabe, Robitaille JL, LeBuffe PA. 2017. Protective factor screening for prevention practice: Sensitivity and specificity of the DESSA-Mini. School Psychology Quarterly: The Official Journal of the Division of School Psychology, American Psychological Association. 32(4):449-464.

Hick PFarrell, Kershner R, Farrell P. 2009. Psychology for inclusive education: new directions in theory and practice. :184.

Martinsone B, Damberga I. 2017. Qualitative Analysis of Teachers' Written Self-Reflections after Implementation of a Social-Emotional Learning Program in Latvia. International Journal of School & Educational Psychology. 5(4):215-225.

Humphrey N, Barlow A, Lendrum A. 2018. Quality Matters: Implementation Moderates Student Outcomes in the PATHS Curriculum. Prevention Science: The Official Journal of the Society for Prevention Research. 19(2):197-208.

Anonymous. Submitted. Reading, Writing, Math, and Social Emotional Learning — Professor Claude Steele, Stanford University & Danielle Gonzalez, Aspen Institute from Nerd Farmer Podcast.

Zinsser KM, Dusenbury L. 2015. Recommendations for Implementing the New Illinois Early Learning and Development Standards to Affect Classroom Practices for Social and Emotional Learning. Early Childhood Research & Practice. 17(1)

Cutting L. 2015. Recommendations for incorporation of social emotional learning (SEL) at residential environmental learning centers (RELCS). :139.

Franco C, Mañas I, Cangas AJ, Moreno E, Gallego J. 2010. Reducing teachers' psychological distress through a mindfulness training program. The Spanish Journal of Psychology. 13(2):655-666.

Bailey B. Submitted. Reducing Test Anxiety with Social and Emotional Learning.

Portnow S, Downer JT, Brown J. 2018. Reductions in aggressive behavior within the context of a universal, social emotional learning program: Classroom- and student-level mechanisms. Journal of School Psychology. 68:38-52.

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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