NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED473695
Record Type: Non-Journal
Publication Date: 2003
Pages: 34
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Academic and Social-Emotional Learning. Educational Practices Series.
Elias, Maurice J.
Achieving the kind of balance that encourages all children to learn, work, and contribute to their fullest potential has been a continuing challenge as the world grows more complex and our communities more fragmented. Aspects of education that have been referred to as character education, service learning, citizenship education, and emotional intelligence can all be expressed in the single term "social-emotional learning," and it is this form of education, when added to academic learning, that provides educators with the possibility of capturing the balance children need. This monograph provides a rationale and framework for combining academic and social-emotional learning into educational policy and objectives. The monograph highlights research findings, practical applications, and suggested readings for the following strategies: (1) learning requires caring; (2) teach everyday life-skills; (3) link social-emotional instruction to other school services; (4) use goal-setting to focus instruction; (5) use varied instructional procedures; (6) promote community service to build empathy; (7) involve parents; (8) build social-emotional skills gradually and systematically; (9) prepare and support staff well; and (10) evaluate what you do. (Contains 39 references, and a listing of related resources including international Web sites.) (HTH)
International Bureau of Education, Publications Unit, P.O. Box 199, 1211 Geneva 20, Switzerland. Web site: http://www.ibe.unesco.org. For full text: http://www.curtin.edu.au/curtin/dept/smec.iae; http://www.ibe.unesco.org/International/Publications/pubhome.htm.
Publication Type: Guides - Non-Classroom; Information Analyses
Education Level: N/A
Audience: Administrators; Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: International Bureau of Education, Geneva (Switzerland).; International Academy of Education, Brussels (Belgium).