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BY CHOICE, NOT CHANCE: Engaging Social and Emotional Learning to Create a Supportive Climate and Discipline Strategies. Social and Emotional Learning Innovations Series
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Heather N. Schwartz; Anne Gregory; Alexandra Skoog-Hoffman; Zac Hess; Donna Trujillo; John Borrero; Robert Jagers – Collaborative for Academic, Social, and Emotional Learning, 2025
The Social and Emotional Learning (SEL) Innovations series aims to help the field imagine new, more expansive and equitable approaches to SEL and wellness to ensure that all children, adolescents, and adults feel safe, supported, and seen so that they can thrive. This is the third report in the series and focuses on building safe and supportive…
Descriptors: Social Emotional Learning, School Culture, Learning Experience, Developmentally Appropriate Practices
Pulling PreK into a K-12 Orbit: The Evolution of PreK in the Age of Standards
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Graue, M. Elizabeth; Ryan, Sharon; Nocera, Amato; Northey, Kaitlin; Wilinski, Bethany – Early Years: An International Journal of Research and Development, 2017
We might call this decade the era of early childhood. In the US, federal and state governments invest in the creation of public pre-kindergarten (preK) programs and create standards that articulate goals for practice and benchmarks that can be used to evaluate success. How have these trends provided a context for the evolution of preK curriculum?…
Descriptors: Elementary Secondary Education, Standards, Accountability, Preschool Education
The Non-Tested Years: Policy's Impact on Early Childhood Curriculum
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Gallo-Fox, Jennifer; Cuccuini-Harmon, Cara M. – Educational Forum, 2018
Early childhood and elementary education emerged from a variety of knowledge and research bases. Tensions emerged as they were brought together in a unified public kindergarten through 12th-grade educational system. This review describes how standards and accountability policies have exacerbated tensions between early childhood and elementary…
Descriptors: Educational Policy, Early Childhood Education, Elementary School Curriculum, Accountability
Teaching and Learning in a Post-DAP World
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Graue, Elizabeth – Early Education and Development, 2008
Recently a school district colleague recounted a conversation with a young kindergarten teacher that had shaken her to her core. The kindergarten teacher (let's call her Ms. Post) said that nobody talks about developmentally appropriate practice (DAP) anymore--everyone is way past that. The author and her colleague, two mature early childhood…
Descriptors: Early Childhood Education, Young Children, Kindergarten, Preschool Teachers
Ethical and Appropriate High-Stakes Test Preparation in Middle School: Five Methods that Matter
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Turner, Steven L. – Middle School Journal (J3), 2009
Over the last decade, high-stakes test preparation has crept into the inventory of developmentally responsive middle level instructional practices. Amid calls for increased accountability and more rigorous curriculum and academic standards, the middle school movement now finds itself in a spotlight of intense scrutiny. This article examines the…
Descriptors: Standardized Tests, High Stakes Tests, Academic Standards, Accountability
"All Children Can Learn": Facts and Fallacies.
Thomas, M. Donald; Bainbridge, William L. – Phi Delta Kappan, 2001
Some advocates of "all children can learn" downplay the need for adequate resources and child-friendly public policy. Educators' heroic efforts alone are insufficient. Other destructive fallacies include the principal as sole instructional leader and exception-based, uniform standards. The effective-schools movement has become too…
Descriptors: Academic Standards, Accountability, Child Advocacy, Developmentally Appropriate Practices