CASEL Guidance, Tools and Resources for SEL

The Collaborative for Academic, Social, and Emotional Learning  (CASEL) has published a vast set of online guidance and practical tools to help school districts and schools systemically implement practices that promote social and emotional learning (SEL). The SEL District Resource Center includes more than 500 resources that address priorities from setting a vision, to aligning Read more about CASEL Guidance, Tools and Resources for SEL[…]

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This Time, With Feeling: Integrating Social and Emotional Development and College- and-Career-Ready Standards

A new report from the Aspen Institute calls attention to how students’ social and emotional development must be integrated with academics in order for students to fully achieve these aspirations. This Time, With Feeling: Integrating Social and Emotional Development and College- and-Career-Ready Standards draws directly from states’ standards in English, Science, and Math to demonstrate Read more about This Time, With Feeling: Integrating Social and Emotional Development and College- and-Career-Ready Standards[…]

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REL Report Series Helps Educators and Policymakers Implement Social and Emotional Learning Programs

A new series of reports summarizes what is known about social and emotional learning (SEL) and effective strategies that promote SEL for students ages 3-8. The four-part series is based on a literature review conducted by Regional Educational Laboratory (REL) Mid-Atlantic. Social and emotional learning is the process by which children and adults learn to Read more about REL Report Series Helps Educators and Policymakers Implement Social and Emotional Learning Programs[…]

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Becoming Brilliant: Reimagining Education for our Time

Becoming Brilliant, a new book by Kathy Hirsh-Pasek and Roberta Michnick Golinkoff explores the definition of brilliance in the modern information age. Below, excerpts from a post in the Brookings Blog provide an overview of this new way of thinking: The amount of knowledge available in books and online is doubling every two and a Read more about Becoming Brilliant: Reimagining Education for our Time[…]

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Teacher Effects on Social and Emotional Skills in School

In a recent article for the Shanker Institute, David Blazar and Matthew Kraft reflect on the findings of their recent study of teacher effects on students’ social and emotional skills: A growing body of research is starting to provide convincing evidence that teachers can have large effects on students’ social and emotional development in addition Read more about Teacher Effects on Social and Emotional Skills in School[…]

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Advancing Equity through ESSA: Strategies for State Leaders

The Aspen Institute’s Education & Society Program and the Council of Chief State School Officers (CCSSO) have released a new report, Advancing Equity through ESSA: Strategies for State Leaders. This framework is designed to help states make the most of the opportunities provided in ESSA to advance eight equity priorities that states already are pursuing. Read more about Advancing Equity through ESSA: Strategies for State Leaders[…]

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Core Education Issue Brief: Non-Cognitive Skills

They are called non-cognitive skills, skills for success, soft skills, or social-emotional learning skills. These are the elusive student abilities to persevere, collaborate, make decisions, communicate, and exhibit agency, self-discipline, self-direction and conscientiousness. Employers tell us that these skills are essential for success in the workforce, and researchers are reporting that students who have developed Read more about Core Education Issue Brief: Non-Cognitive Skills[…]

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Nonacademic Skills – The Building Blocks for Learning

Brooke Stafford-Brizard, an adviser for Turnaround for Children, recently created a student-development framework for nonacademic skills. Building Blocks for Learning is grounded in the concept that, like academic skills, nonacademic skills are developmental and can be taught. This resource serves to guide practitioners at all levels, informing teacher-student relationships, classroom instruction, and school design. Policymakers at Read more about Nonacademic Skills – The Building Blocks for Learning[…]

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Social and Emotional Learning Standards Under Development

Eight states are now on track to develop new statewide social and emotional learning (SEL) standards and policies – thanks to a new partnership with the Collaborative for Academic, Social, and Emotional Learning (CASEL). That two-year partnership is being funded by the Robert Wood Johnson Foundation. On April 11, 2016 CASEL released a Request for Read more about Social and Emotional Learning Standards Under Development[…]

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How Kids Learn Resilience

Recently in The Atlantic, Paul Tough expounded on what we know about teaching kids resilience. This work argues the importance of the noncognitive for student life outcomes, reviews the little we know about how to improve student academic perseverance and mindset, and raises questions about our nation’s current measures of teacher effectiveness. Below are excerpts Read more about How Kids Learn Resilience[…]

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The Evidence on Non-Cognitive Skills from California’s CORE Districts

Previously, this blog introduced readers to the work of California’s CORE Districts. Now preliminary evidence is out, and we are able to look more closely at the use of self-report surveys of non-cognitive skills as a potential element of school accountability systems. Analysis of data from the CORE field test indicates that the scales used Read more about The Evidence on Non-Cognitive Skills from California’s CORE Districts[…]

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Hard Thinking on Soft Skills

A recent report from Brookings explores the research behind and the challenges with schools taking up the responsibility of enhancing students’ soft skills. Below is a brief summary of the report and its recommendations: The nation’s PK-12 education ecosystem is poised to embrace programs intended to enhance soft skills. Soft skills are personal qualities other Read more about Hard Thinking on Soft Skills[…]

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What Defines a Good School?

In a recent opinion piece in Education Week, David Gamberg, superintendent of both the Southold Union Free School District and the Greenport Union Free School District, reflects on what makes a good school. Below are excerpts from his piece: Words matter. Of course, brick and mortar are only a small part of the story. The Read more about What Defines a Good School?[…]

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Compendium of Social-Behavioral Research

Between 2002 and 2013, the Institute of Education Sciences (IES) funded over 245 projects focused on social-behavioral competencies or outcomes (e.g., social skills, dropout prevention) through the National Center for Education Research (NCER) and the National Center for Special Education Research (NCSER). Together, the researchers funded by these groups developed or tested more than 170 Read more about Compendium of Social-Behavioral Research[…]

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Duckworth: Do not Grade Schools on Grit

In a recent New York Times opinion piece, Angela Duckworth, founder and scientific director of the Character Lab and the author of the forthcoming book Grit: The Power of Passion and Perseverance, recommends against using the results of character surveys for school accountability. A short excerpt from Mrs. Duckworth follows: Over the past few years, Read more about Duckworth: Do not Grade Schools on Grit[…]

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How Students Perceive Their Relationships with Teachers

Education research consistently shows that positive teacher-student relationships are an important dimension of effective teaching and contribute to students’ success in school and life. Students who have strong relationships with their teachers tend to get better grades, work harder in school, and are less likely to drop out. A recent analysis written by Panorama Education Read more about How Students Perceive Their Relationships with Teachers[…]

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