Fair assessment in the classroom is a concern from student, teacher, principal and public perspectives. Standards and policies also underscore fairness as a key underpinning for assessments. Perceptions of fairness impact students' socio-emotional and learning outcomes, and build confidence, trust and legitimacy for the assessment outcomes.…

Can the philosophical foundations of spiritual practices inform management education pedagogy and in the long-run support emotional development and more ethical and responsible business practice? In this article, we introduce the essential aspects of three different spiritual traditions--Daoist inner work, Buddhist mindful reflexivity, and Quaker…

The relationship between mindfulness, attention, and well-being is well established. In the field of education, mindfulness programs often focus on teaching children ways of coping with attentional and emotional difficulties. Mindfulness practices are also valued for teachers, and being a mindful teacher impacts the classroom environment. The…

Schools are an excellent setting through which to promote mental health and well-being, and teachers are well positioned to provide related instruction and support in the classroom. However, teachers often report that they lack the knowledge, skills and confidence to deliver social emotional learning instruction and to support students who…

The benefits of play to children's development and academic learning are often discussed in the research. However, inconsistencies in definitions of play and differing perspectives concerning the purpose of play in educational settings make it challenging for teachers to determine how to productively integrate play-based pedagogies into their…

The study investigated how social and emotional learning (SEL) is reflected in the attitudes, beliefs, and practices of itinerant teachers of the deaf and hard of hearing (ITDHHs). A mixed-methods approach was taken to survey 53 ITDHHs about their comfort with teaching SEL, commitment to ongoing professional development in SEL skills, and…

Conceiving the construct "social-emotional learning climate" as an embodiment of Illeris' contemporary learning theory, this paper serves dual purposes. First, it examines recent music education literature, which identifies issues of competence and institutionalised pedagogic practice in secondary school music settings that result in…

The Every Student Succeeds Act (ESSA) requires state accountability systems to include indicators of "school quality and student success" along with indicators of academic outcomes. The new law provides an important opportunity for states to broaden the definition of student success to include measures of students' social-emotional, as…

In this article, we report on a study in which we interviewed working class families who were the first cohort in a family literacy program that had been locally developed and implemented in a small village in Canada more than two decades previously in response to community-identified needs. The study was framed by Tulving's concept of episodic…

Psychometric and utility studies on Social Emotional Assessment Measure (SEAM), an innovative tool for assessing and monitoring social-emotional and behavioral development in infants and toddlers with disabilities, were conducted. The Infant and Toddler SEAM intervals were the study focus, using mixed methods, including item response theory…

There is an increasing support from international organizations and the research community for stepping beyond infant or child mortality as the most common child level social indicator and progressing towards an international measure of child development. The Early Development Instrument (EDI) is a teacher-completed measure of children's…

A study of 348 Canadian students (grades 6-8) identified as gifted by domain-general criteria, investigated whether the students would score at similar levels on linguistic, logical/mathematical, and social/emotional measures or whether their scores would indicate domain-differentiated patterns of development. Results indicate the students had…

This paper provides an introduction to the Alberta Education Developmental Framework, and describes the provincial department's position on curriculum and the cognitive domain. Intended for use in designing and implementing instruction, the developmental framework delineates the developmental stages and processes through which students progress,…

The factor structure and scale characteristics of a shortened version of the Social Competence and Behavior Evaluation Scale (SCBE) are presented for a Quebec (Canada) sample of 910 preschoolers and three U.S. samples totaling 1,736. Also presented are age and gender differences in preschool emotional and behavioral problems. (SLD)

This monograph is designed to reinforce the development of school curricula that supports student development in affective, interpersonal, and moral domains. The contents, which reflect the Alberta Education Developmental Framework, delineate students' developmental processes, and indicate the kinds of support students need in order to learn…