Early lessons from schools and out-of-school time programs implementing social and emotional learning
Heather L. Schwartz, Laura S. Hamilton, Susannah Faxon-Mills, Celia J. Gomez, Alice Huguet, Lisa H. Jaycox, Jennifer T. Leschitz, Andrea Prado Tuma, Katie Tosh, Anamarie A. Whitaker, Stephani L. Wrabel.
Bok Engelsk 2020 · Case studies.
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| Utgitt | Santa Monica, Calif. : RAND Corporation , 2020
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| Opplysninger | Chapter One: Introduction -- Chapter Two: Executing System-Level Activities to Launch and Coordinate SEL Work Across Multiple Sites -- Chapter Three: Developing District-OSTI and School-OST Partnerships -- Chapter Four: Developing Adults' Capacity to Promote SEL -- Chapter Five: Improving Climate and Delivering SEL Instruction to Students -- Chapter Six: Conclusion.. - In 2016, in an effort to gain knowledge about how to help children develop social and emotional learning (SEL) skills, The Wallace Foundation launched a six-year project called the Partnerships for Social and Emotional Learning Initiative (PSELI). The goals of PSELI are for students to experience reinforcing messages about SEL both in school and in out-of-school time (OST) programs; practice social and emotional skills in both settings; and experience consistent, supportive relationships between adults and students. To achieve these goals, school districts and out-of-school time intermediaries (OSTIs) have partnered to develop professional development (PD) about SEL for school and OST staff, help elementary schools and their OST partners develop closer working relationships, and implement reinforcing SEL practices and instruction across both settings. In what the authors believe is the most-comprehensive SEL implementation study to date, they draw lessons that can help school districts and OST providers carry out their own SEL programs. An Executive Summary of this report is also available.
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| Emner | |
| Sjanger | Case studies. : (OCoLC)fst01423765
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| Geografisk emneord | United States. : (OCoLC)fst01204155
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| Dewey |
