Social and emotional learning and teachers

Future of Children

Volumn 27, Issue 1, 2017, Pages 137-155

  Schonert Reichl, Kimberly A ^a  

^a UNIVERSITY OF BRITISH COLUMBIA   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

ACADEMIC ACHIEVEMENT; CHILD; FEMALE; HUMAN; HUMAN EXPERIMENT; LEARNING; OCCUPATION; STRESS MANAGEMENT; STUDENT; TEACHER TRAINING; TEACHING; WELLBEING;

EID: 85028301711     PISSN: 10548289     EISSN: 15501558     Source Type: Journal    
DOI: 10.1353/foc.2017.0007     Document Type: Article

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33. Cathy J. Siebert, “Promoting Preservice Teachers’ Success in Classroom Management by Leveraging a Local Union’s Resources: A Professional Development School Initiative,” Education 125 (2005): 385-92.
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43. Jennings and Greenberg, “Prosocial Classroom.”
44. Jennings and Greenberg, “Prosocial Classroom.”;
45. Patricia A. Jennings, Mindfulness for Teachers: Simple Skills for Peace and Productivity in the Classroom (New York, NY: W. W. Norton & Co., 2015).
46. Roger D. Goddard, Wayne K. Hoy, and Anita Woolfolk Hoy, “Collective Efficacy Beliefs: Theoretical Developments, Empirical Evidence, and Future Directions,” Educational Researcher 33 (2004): 3-13, doi: 10.3102/0013189X033003003.
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51. Rita Benn et al., “Mindfulness Training Effects for Parents and Educators of Children with Special Needs,” Developmental Psychology 48 (2012): 1476-87, doi: 10.1037/a0027537;
52. Robert W. Roeser et al., “Mindfulness Training and Reductions in Teacher Stress and Burnout: Results from Two Randomized, Waitlist-Control Field Trials,” Journal of Educational Psychology 105 (2013): 787-804, doi: 10.1037/a0032093.
53. Patricia A. Jennings et al., “Impacts of the CARE for Teachers Program on Teachers’ Social and Emotional Competence and Classroom Interactions,” Journal of Educational Psychology 109 (2017), doi: 10.1037/edu0000187.
54. Joseph A. Durlak and Emily P. DuPre, “Implementation Matters: A Review of Research on the Influence of Implementation on Program Outcomes and the Factors Affecting Implementation,” American Journal of Community Psychology 41 (2008): 327-50, doi: 10.1007/s10464-008-9165-0;
55. Torill Larsen and Oddrun Samdal, “The Importance of Teachers’ Feelings of Self Efficacy in Developing Their Pupils’ Social and Emotional Learning: A Norwegian Study of Teachers’ Reactions to the Second Step Program,” School Psychology International 33 (2012): 631-45, doi: 10.1177/0143034311412848;
56. Shannon B. Wanless and Celene E. Domitrovich, “Readiness to Implement School-Based Social-Emotional Learning Interventions: Using Research on Factors Related to Implementation to Maximize Quality,” Prevention Science 16 (2015): 1037-43, doi: 10.1007/s11121-015-0612-5.
57. Durlak and DuPre, “Implementation Matters.”
58. Celene E. Domitrovich et al., “How Do School-Based Prevention Programs Impact Teachers? Findings from a Randomized Trial of an Integrated Classroom Management and Social-Emotional Program,” Prevention Science 17 (2016): 325-37, doi: 10.1007/s11121-015-0618-z;
59. Carolyn R. Ransford et al., “The Role of Teachers’ Psychological Experiences and Perceptions of Curriculum Supports on the Implementation of a Social and Emotional Learning Curriculum,” School Psychology Review 38 (2009): 510-32;
60. Maria Regina Reyes et al., “The Interaction Effects of Program Training, Dosage, and Implementation Quality on Targeted Student Outcomes for the RULER Approach to Social and Emotional Learning,” School Psychology Review 41 (2012): 82-99;
61. Sara E. Rimm-Kaufman and Brook E. Sawyer, “Primary-Grade Teachers’ Self-Efficacy Beliefs, Attitudes toward Teaching, and Discipline and Teaching Practice Priorities in Relation to the Responsive Classroom Approach,” Elementary School Journal, 104, (2004): 321-41;
62. Brackett et al., “Assessing Teachers’ Beliefs”;
63. Chi-Ming Kam, Mark T. Greenberg, and Carla T. Walls, “Examining the Role of Implementation Quality in School-Based Prevention Using the PATHS Curriculum,” Prevention Science 4 (2003): 55-63, doi: 10.1023/A:1021786811186.
64. Reyes et al., “Interaction Effects.”
65. Domitrovich et al., “Findings from a Randomized Trial.”
66. A full history and critical analysis of preservice teacher preparation is beyond the scope of this article, but readers interested in learning more about the current state of teacher education can find more information in Linda Darling-Hammond, “Teacher Education and the American Future,” Journal of Teacher Education 61 (2010): 35-47, doi: 10.1177/0022487109348024.
67. Linda Darling-Hammond, Powerful Teacher Education: Lessons from Exemplary Programs (Hoboken, NJ: Wiley, 2013).
68. Julie Greenberg, Arthur McKee, and Kate Walsh, Teacher Prep Review: A Review of the Nation’s Teacher Preparation Programs (Washington, DC: National Council on Teacher Quality, 2014);
69. Julie Greenberg, Hannah Putman, and Kate Walsh, Training Our Future Teachers: Classroom Management, rev. ed. (Washington, DC: National Council on Teacher Quality, 2014).
70. Kenneth Zeichner and Laura Paige, “The Current Status and Possible Future for ‘Traditional’ College and University-Based Teacher Education Programs in the United States,” in 21st Century Education: A Reference Handbook, ed. Thomas L. Good, vol. 2 (Thousand Oaks, CA: Sage, 2008), 503-12, doi: 10.4135/9781412964012.n54.
71. Frank C. Worrell et al., Assessing and Evaluating Teacher Preparation Programs (Washington, DC: American Psychological Association, 2014).
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73. Greenberg, McKee, and Walsh, Teacher Prep Review.
74. Darling-Hammond, “American Future,” 35.
75. James Comer and Valerie Maholmes, “Creating Schools of Child Development and Education in the USA: Teacher Preparation for Urban Schools,” Journal of Education for Teaching 25 (1999): 3-5;
76. Denise H. Daniels and Lee Shumow, “Child Development and Classroom Teaching: A Review of the Literature and Implications for Educating Teachers,” Applied Developmental Psychology 23 (2003): 495-526, doi: 10.1016/S0193-3973(02)00139-9;
77. Linda Darling-Hammond and John Bransford, Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do (San Francisco: Jossey-Bass, 2005);
78. Seymour B. Sarason, American Psychology and the Schools: A Critique (Washington, DC: Teachers College Press, 2001).
79. Bridget K. Hamre and Robert C. Pianta, “Student-Teacher Relationships,” in Children’s Needs III: Development, Prevention, and Intervention, ed. George G. Bear and Kathleen Minke (Bethesda, MD: National Association of School Psychologists, 2006), 59-71;
80. Sara E. Rimm-Kaufman and Bridget K. Hamre, “The Role of Psychological and Developmental Science in Efforts to Improve Teacher Quality,” Teachers College Record 112 (2010): 2988-3023.
81. Hamre and Pianta, “Early Teacher-Child Relationships”;
82. Kathryn R. Wentzel, “Are Effective Teachers Like Good Parents? Teaching Styles and Student Adjustment in Early Adolescence,” Child Development 73 (2003): 287-301, doi: 10.1111/1467-8624.00406.
83. National Institute of Child Health and Human Development and National Association for the Accreditation of Teacher Education, Child and Adolescent Development Research and Teacher Education: Evidence-Based Pedagogy, Policy, and Practice (Washington, DC: US Government Printing Office, 2007);
84. Jane A. Leibbrand and Bernardine H. Watson, The Road Less Travelled: How the Developmental Sciences Can Prepare Educators to Improve Student Achievement: Policy Recommendations (Washington, DC: National Council for Accreditation of Teacher Education, 2010).
85. Bridget K. Hamre and Robert C. Pianta, “Can Instructional And Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure?" Child Development 76 (2005): 949-67, doi: 10.1111/j.1467-8624.2005.00889.x;
86. Hamre and Pianta, “Student-Teacher Relationships”;
87. Durlak et al., “Meta-Analysis.”
88. Heather J. Walter, Karen Gouze, and Karen G. Lim, “Teachers’ Beliefs about Mental Health Needs in Inner City Elementary Schools,” Journal of the American Academy for Child and Adolescent Psychiatry 45 (2006): 61-8, doi: 10.1097/01.chi.0000187243.17824.6c.
89. James R. Koller et al., “Differences between Novice and Expert Teachers’ Undergraduate Preparation and Ratings of Importance in the Area of Children’s Mental Health,” International Journal of Mental Health Promotion 6 (2004): 40-5, doi: 10.1080/14623730.2004.9721930.
90. Coalition for Psychology in Schools and Education (CPSE), Report on the Teacher Needs Survey (Washington, DC: American Psychological Association, Center for Psychology in Schools and Education, 2006).
91. Suzanne Vinnes et al., “Pre-Service Training in Social-Emotional Development and Behavior Management: A Review of Graduate Teacher Education Programs,” poster presented at the Northeastern Educational Research Association 45th Annual Conference, Trumbull, CT, October 2014.
92. (Vinnes et al., in press)
93. Greenberg, Putman, and Walsh, Classroom Management;
94. Greenberg, McKee, and Kate, Teacher Prep Review.
95. Ingersoll and Smith, “Wrong Solution.”
96. Jones and Bouffard, “From Programs to Strategies.”
97. Jones, Bouffard, and Weissbourd, “Vital to Learning”;
98. Durlak et al., “Meta-Analysis.”
99. Kimberly A. Schonert-Reichl, Jennifer Kitil, and Jennifer Hanson-Peterson, To Reach the Students, Teach the Teachers: A National Scan of Teacher Preparation and Social and Emotional Learning (Vancouver, BC: University of British Columbia, 2017).
100. See http://teach.educ.ubc.ca/bachelor-of-education-program/elementary.