Social and emotional learning (SEL) is the process of developing the ability to recognize and manage emotions, develop caring and concern for others, make responsible decisions, establish positive relationships, and handle challenging situations effectively. SEL provides schools with a framework for preventing problems and promoting students'…

This companion to "Safe and Sound: An Educational Leader's Guide to Evidence-Based Social and Emotional Learning (SEL) Programs" provides information on each of the 80 programs in the review. The information is intended to give schools and individuals a better overall understanding of each program. The description includes the program's…

"Safe and Sound: An Educational Leader's Guide to Evidence-Based Social and Emotional Learning Programs" introduces the concepts of SEL and comprehensive approaches to SEL, describes the value of such programming to the essential academic mission of schools, and suggests how to approach implementing such programming. This packet contains…

Eliciting creativity in every student in the classroom can be a realistic goal for classroom teachers. The teaching of creativity embraces form and structure as well as freedom of thought and expression. It is very appropriate to provide the student with an imaginative and creative impetus with which he/she cannot only create or establish the…

This document discusses a seminar in which participants focused on the enculturation of boys into American society, particularly the ways in which violence tends to be connected to boys. Three teams from three different school districts, a team from the Board of Cooperative Educational Services, and a team from a college teacher preparation…

Article presented guidelines for a program of environmental education and discussed attitudes toward the biophysical atmosphere. (Author/RK)

Author uses Hamlet as a model to show students the changes that must be coped with even if on a scale different than Hamlet's. (GB)

In a large art undertaking, students experience their ability to expand their selectivity. (Author/RK)

Discusses objectives that vocational teachers and counselors should aim for in helping students develop a personal work ethic. (Editor)

The article relates the planning and actuation of buddy day'' as an aid in the students' transition from sixth to seventh grade. Each seventh grader was assigned a sixth grader as his buddy'' for the day, and there was teacher intervisitation. (JA)

This article attempts to trace the structural reorganization through the stages of planning, transition, implementation, and reevaluation. It is hoped that the following discussion of some of the critical incidents and problems of reorganization may have relevance to similar restructuring efforts on other campuses. (Author)

Describes a tutorial program in which an older student, 9-13 years of age, teams with a younger student, 5-8 years of age, in order to meet the needs of one or both members of the team. (GB)

Vocational student organizations are providing an indispensable element in manpower training, and if vocational educators can't see it, industry can. (Editor)

Participation in the Head Start program has had a favorable effect on the program participants in all of the major areas of development covered by the pupil rating instrument used in this assessment. (Author)

This study is an effort to examine man's most negative experiences as he perceives them. The results indicated that teachers were involved more often than any other person in the most negative experience reported. Improved human relations skills are clearly indicated for those in higher education as well as in public schools. (Author)