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Book
Multifaceted Strategies for Social-Emotional Learning and Whole Learner Education
Available from: IGI Global
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Abstract/Notes: With the turmoil and conflict that has been present in recent times, it is imperative that new methods of teaching are explored in order to produce emotionally secure and connected individuals. Social-emotional learning and whole learner education has emerged as a strategy to ensure that students are actively engaged in learning, the school, and their community. It teaches them tactics that allow them to better manage their emotions, maintain positive relationships, and make responsible decisions. It is imperative that the whole learner is supported and encouraged to ensure proper mental health, academic achievement, and social responsibility of current and future generations. 'Multifaceted Strategies for Social-Emotional Learning and Whole Learner Education' is a critical research publication that supports teachers who wish to utilize these teaching theories to meet their students’ needs academically, socially, and emotionally and to ensure that they become lifelong learners. Highlighting topics such as adult learners, professional development, and culturally responsive education, this book is ideal for teachers, guidance counselors, researchers, academicians, and students who want to improve their understanding of learners and their social-emotional growth at various stages of learning, to find strategies that will assist in the development of any learner, and to find strategic models that promote lifelong learning.
Language: English
Published: Hershey, Pennsylvania: IGI Global, 2021
ISBN: 978-1-79984-906-3
Article
L'ambiente naturale, familiare e sociale come mondo del bambino nell'età prescolastica
Publication: Scuola di base
Date: 1956
Pages: 7-21
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Language: Italian
ISSN: 0036-9837
Doctoral Education
Promising Practices in the Prevention of Bullying: Using Social and Emotional Skills to Prevent Bullying
Available from: University of Southern California - Digital Library
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Abstract/Notes: This study applies Bronfenbrenner's ecological framework as a theoretical lens in looking at using social and emotional learning in the prevention of bullying. The purpose of this study was to determine what systems and structures were perceived to make a positive difference in creating an anti-bullying climate. Additionally, this study sought to determine how those systems and structures were implemented and sustained. Taking a case study approach, a small, private school of approximately 360 students was used in this qualitative research. Utilizing interviews, observations and artifact review data were triangulated and interpreted for analysis. Findings for this study indicate that applying a whole school approach emphasizing continuity, creating a community of belonging and connection, and focusing on the development of the whole child contributes to creating and sustaining an anti-bullying climate. Additionally, developing social and emotional skills through integrated curriculum, the learning environment, and the teacher as facilitator contribute to a healthy climate that resists bullying. As this study suggests social and emotional learning can positively affect classroom and school climates.
Language: English
Published: Los Angeles, California, 2014
Book Section
Sozial behinderte und verhaltensgestörte Kinder [Socially disabled and behavioral children]
Book Title: Die Montessori-Pädagogik und das behinderte Kind: Referate und Ergebnisse des 18. Internationalen Montessori Kongresses (München, 4-8 Juli 1977) [The Montessori System and the Handicapped Child: Papers and Reports of the 18th International Montessori Congress (Munich, July 4-8, 1977)]
Pages: 86-97
Children with disabilities, Conferences, International Montessori Congress (18th, Munich, Germany, 4-8 July 1977)
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Language: German
Published: München: Kindler, 1978
ISBN: 3-463-00716-9
Book Section
Performance of Montessori and Traditionally Schooled Nursery Children on Social Cognitive Tasks and Memory Problems
Book Title: Montessori Schools in America: Historical, Philosophical, and Empirical Research Perspectives
Pages: 195-207
Americas, Cognition, Comparative education, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
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Abstract/Notes: Reprint of an article that was originally published in Contemporary Educational Psychology, v. 5, no. 2 (1980), p. 124-137. DOI: 10.1016/0361-476X(80)90033-8
Language: English
Published: Lexington, Massachusetts: Ginn Custom Pub., 1983
Edition: 2nd ed.
ISBN: 0-536-04367-1
Article
Due convegni sull'educazione alla socialità
Publication: Orientamenti sociali
Date: 1957
Pages: 24-28
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Language: Italian
ISSN: 0030-5405
Article
Considerazioni sull'educazione sociale in Maria Montessori
Publication: La Rota
Date: 1970
Pages: 37-39
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Language: Italian
Article
Compiti umani e sociali dell'educazione spontanea
Publication: La Sorgente
Date: 1950
Pages: 43-44
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Language: Italian
Book Section
A Step Forward Towards the Future: The Social Party of the Child
Book Title: Citizen of the World: Key Montessori Readings
Pages: 65-72
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Abstract/Notes: This essay was originally published in The Theosophist vol. 62, no. 8 (May 1941): p. 105-111. It was also published in AMI Communications.
Language: English
Published: Amsterdam, The Netherlands: Montessori Pierson Publishing Company, 2019
ISBN: 978-90-79506-44-6
Series: The Montessori Series , 14
Book Section
I socialisti e Maria Montessori
Book Title: Educazione e socialismo in cento anni di Storia d'Italia (1892-1992): atti del 7. Convegno nazionale del CIRSE, Ferrara, 5-7 novembre 1992
Pages: 63-72
Società Umanitaria (The Humanitarian Society)
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Language: Italian
Published: Ferrara: Corso, 1993