Understanding the developmental and contextual nature of social and emotional competencies has always been a key concern of the Collaborative for Academic, Social, and Emotional Learning (CASEL), including the ways students and adults use core social and emotional competencies in preparation for and within their work-life. The current labor market…

Children's school readiness as they enter kindergarten is an important predictor of their academic success and ultimately their long-term health and economic outcomes. Research shows that participation in high-quality early childhood education helps preschoolers gain the foundational language and literacy skills as well as the social-emotional…

A preschool child who is healthy and ready to learn demonstrates the ability to regulate their behavior and emotions, key social and emotional competencies, motor skills, health, and early learning skills. Because healthy development across these domains is more challenging for some children than for others, it is valuable to understand which…

Through using school-based outdoor learning as the research context, the paper analyses the connections between bodily experiences and the embodied mind. Recent theorizing in outdoor learning, in reflecting phenomenology and Deweyian influences, has teased out how the relationships between the self, others and nature (environment) can be extended…

The National Summer Learning Project, launched by the Wallace Foundation in 2011, includes an assessment of the effectiveness of voluntary, district-led summer learning programs offered at no cost to low-income, urban elementary students. The study, conducted by RAND, uses a randomized controlled trial and other analytic methods to assess the…

This report is part of a larger body of work by the WestEd Justice and Prevention Research Center focusing on restorative justice (RJ) as an alternative to traditional responses to student misbehavior in schools across the United States. This work seeks to document the current breadth of evidence on the subject, provide a more comprehensive…

Low-income preschool children face many risks to their social-emotional development that can affect their school experience and social outcomes for years to come. Although there are some promising approaches to improving young children's social-emotional competence, the evidence base is limited, particularly on the effectiveness of these…

The use of drama to teach social skills to public middle school students labeled at-risk is powerfully effective. Drama is a universal form of human expression found in cultures all over the world and throughout history. For students at-risk of poor educational outcomes, drama is effective for teaching social, emotional, and physical development.…

The report describes the development of the Meadow/Kendall Social-Emotional Assessment Inventory for Deaf Students (SEAI). The SEAI has grown out of requirements in P.L. 94-142, the Education for All Handicapped Children Act. The theoretical framework, including its emphasis on language deprivation and the resulting communication problems of deaf…

Results of the 1990-91 product evaluation of the Saginaw, Michigan School District's state-funded prekindergarten program are reported. In 1990-91, the program served 285 pupils enrolled at 8 sites. The purpose of the program is to provide at-risk 4-year-olds with an environment that will enable them to develop school readiness skills. The…

The Comprehensive Services Program of Palm Beach County, Florida, was an ambitious and innovative effort to improve the school readiness of low-income children in Palm Beach County by identifying needs early and providing early intervention services to support physical, cognitive, and emotional health and development. Services were delivered to…

A product evaluation of the Saginaw, Michigan School District's state-funded prekindergarten program for at-risk 4-year-olds (Michigan Early Childhood Education Preschool, or MECEP) was conducted in 1992-93. The Piaget-based program, which served approximately 279 children at 8 elementary schools, involves 7 component areas: cognitive,…

A product evaluation of the Saginaw, Michigan School District's state-funded prekindergarten program for at-risk 4-year-olds (Michigan Early Childhood Education Preschool, or MECEP) was conducted in 1993-94. The Piaget-based program, which served approximately 280 children at 9 elementary schools, involves 7 component areas: cognitive,…

A product evaluation of the Saginaw, Michigan School District's state-funded prekindergarten program for at-risk 4-year-olds (Michigan School Readiness Program, formerly Michigan Early Childhood Education Preschool, or MECEP) was conducted in 1994-95. The Piaget-based program, which served approximately 302 children at 9 elementary schools,…

By December of the 1992-93 school year, 433 children were being served by the Chapter 1 Prekindergarten Program of the Saginaw, Michigan school district. A process evaluation was conducted to monitor the program and assess whether the program was being implemented as planned. The process evaluation consisted of a half-day classroom observation in…