The purpose of this study was to explore the effectiveness of a universal classroom-based social-emotional learning (SEL) program for first grade students. Forty classrooms from 13 elementary schools across 3 states participated in the trial. Teachers in classrooms randomly assigned to the implementation condition were provided with free access to…

This study examined strategies teachers applied to promote peer interactions between children with and without Special Educational Needs (SEN) in an inclusive preschool in Shanghai, China. Qualitative case study was used in which seven teachers from four inclusive classrooms participated. In-depth participatory observation and online documents…

The purpose of this study was to explore the effectiveness of a universal classroom-based socialemotional learning (SEL) program for first grade students. Forty classrooms from 13 elementary schools across 3 states participated in the trial. Teachers in classrooms randomly assigned to the implementation condition were provided with free access to…

The current research examined the effects of teachers and classrooms environment on girls' learning skills in girls' high schools. The main objective of the study was to analyze the classroom as a key academic and learning site in which the nature of interaction between teachers and students and among peers have a strong impact on students'…

Work-integrated learning (WIL) is widely considered instrumental in equipping new graduates with the required employability skills to function effectively in the work environment. Evaluation of WIL programs in enhancing skill development remains predominantly outcomes-focused with little attention to the process of what, how and from whom students…

In 2 related studies framed by social constructivism theory, the authors explored a fine-grained analysis of adolescents' civic conceptual knowledge and skills and investigated them in relation to factors such as teachers' qualifications and students' classroom experiences. In Study 1 (with about 2,800 U.S. students), the authors identified 4…

The authors advocate that every primary grade program needs a carefully planned social-emotional component. All children--those who enter first or second grade with an ability to control their emotions and make friends and those for whom these skills are more difficult--benefit from intentional teaching in this area. Some school systems adopt a…

The Autism Spectrum Australia Satellite Class Project features small specialist classes for students with autism spectrum disorders (ASD) within general education schools. The program incorporates individual education goals within timetable based on the general school curricula, in conjunction with a schedule of integrated activities. The aim of…

Learning centers are areas in a classroom, such as a corner in the room, that define a specific focus or afford a unique learning opportunity. Learning takes place when students reinforce skills by using the skills in interesting, meaningful, relevant, and social contexts. Learning centers can aid this reinforcement by giving students…

Educators of young children know how important children's social and emotional development is, not only in terms of developing empathy, compassion, friendships, confidence and the like, but also as an essential component of cognitive growth. As children gain skills in the social/emotional domain, they build language and problem-solving skills, as…

Designed to show teachers how to create environments that will encourage literate talk, not discourage it, this book discusses ways to organize classrooms that will support the sharing of books in the same way that book-loving families share books. The book builds on the interwoven nature of language, suggesting that by talking about books,…

Classroom meetings get children involved in developing the social responsibilities necessary to solve their behavioral and educational problems. Practical suggestions are included in the article for basic techniques that might be useful in conducting these group meetings. (Author)

Presents ways that counselor educators can use their class meetings to help students integrate knowledge, skills, and supervised practice in an introductory group course. Sample observation and reflection forms are appended. (Author/LSR)

Contends that primary teachers have an opportunity to teach basic geographic knowledge while they teach social and academic skills. Discusses how primary teachers can identify geographic concepts present in the developmentally appropriate activities currently being used in the classroom. (CFR)

Self-regulated learning is an important component of learning for college students. Students must have greater awareness of their own behavior, motivation, and cognition and of positive motivational beliefs, and must practice self-regulated learning strategies. Faculty can model self-regulated learning and provide appropriate classroom tasks. (MSE)