Social, Emotional, Ethical, and Academic Education: Creating a Climate for Learning, Participation in Democracy, and Well-Being.

By Jonathan D. Cohen. 2006

846 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/05a7815534eb03a915802591a83796ee0e75eed7

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Citations in the corpus

A multidimensional approach to measuring well-being in students: Application of the PERMA framework (2014, background): “It is fair to argue that opportunities for the health, safety, educational progress, and moral development of youth are almost universally desired (Cohen, 2006; Land, Lamb, & Mustillo, 2001; Martens & Witt, 2004).”
Positive Psychology and Positive Education: Old Wine in New Bottles? (2012, background): “Jonathan Cohen (2006), one of the founders of SEL, has described the recent peacemaking efforts between SEL and CE scholars, resulting in the alliance of what he calls SEEAE: Social, Emotional, Ethical, and Academic Education.”
Facilitating student well-being: relationships do matter (2016, background): “While the relational aspects of education are often silenced or marginalised by performance imperatives (Cohen 2006; sanderse, Walker, and Jones 2015), relational encounter and the associated recognition or misrecognition, is omnipresent in schools.”
Positive education: positive psychology and classroom interventions (2009, positive): “In addition, most parents and educators see the promotion of well-being and character as an important, if not central, aspect of schooling (Cohen, 2006).”
Reflecting on Social Emotional Learning: A Critical Perspective on Trends in the United States (2009, background): “The major argument is that having EI skills leads to greater social, academic, and life success, or on a larger sense, EI skills help students become better or “happier” citizens who can contribute to a democratic society (Cohen, 2006).”
Identity Education: A Conceptual Framework for Educational Researchers and Practitioners (2011, neutral): “, character and moral education (Althof & Berkowitz, 2006; Damon, 2002; Lapsley, 2007; Nucci, 2006), feminist education (Noddings, 2003), Positive Youth Development (Lerner, Brentano, Dowling & Anderson, 2002), social-emotional education, (Cohen, 2006)].”
Teaching the teachers: emotional intelligence training for teachers (2014, background): “…competence plays a significant role in effective teaching (Schutz, Hong, Cross, & Osbon, 2006), preventing burnout in teachers (Chang, 2009) and contributing to students’ learning and performance (Cohen, 2006), there is no clear method to enhance these competencies in teachers (Yeh, 2009).”
The Critical Role of School Climate in Effective Bullying Prevention (2013, background): “Although many measures of school climate have been developed, only a few (e.g., The Comprehensive School Climate Inventory, Co- hen, 2006; The ClassMaps Survey or CMS, Doll & Spies, 2007) have proven to be scientifically sound and seek to gain information from students, staff members, and parents to”
Improving student wellbeing: having a say at school (2016, background): “Such research draws attention to relationships, engagement, and meaning as the most important and enduring precepts of wellbeing (Cohen, 2006).”
A CORRELATIONAL ANALYSIS OF SERVANT LEADERSHIP AND SCHOOL CLIMATE (2010, background): “As a result of these fi ndings, the U.S. Department of Justice and state agencies actively encouraged educators to foster emotionally, socially, and physically safer school communities (Cohen, 2006).”
School Climate: Historical Review, Instrument Development, and School Assessment (2010, background): “Reviews by Cohen (2006) and Freiberg (1999) and an additional review of the literature reveal at least five important school climate domains: order, safety, and discipline (Blum, McNeely, & Rinehart, 2002; Furlong et al., 2005; Griffith, 2000; Wilson, 2004); academic outcomes (Griffith, 2000;…”
Associations Between Peer Victimization and Academic Performance (2013, background): “Peer victimization and academic performance correlate at the school-level, which suggests that approaches focused on improving school climate among teachers and students are warranted (Cohen, 2006).”
Mitigating the effect of family poverty on academic and behavioral outcomes: The role of school climate in middle and high school. (2011, background): “Much of this research has focused on the effects of bullying on school climate and academic outcomes (Cohen, 2006).”
Social competence, social support, and academic achievement in minority, low-income, urban elementary school children. (2008, background): “More to the point, social-emotional and character-related interventions have now become a common component of school curricula and are required as part of the instructional standards in a number of states, including Illinois, Iowa, Massachusetts, New York, Ohio, Rhode Island, and the state in which ”
A Meta-Analysis of School-Based Bullying Prevention Programs' Effects on Bystander Intervention Behavior (2012, background): “Prevention frameworks and programs that attempt to abate bullying within schools are increasingly emphasizing changes in school climate that desist reinforcing bystander behavior or bullying perpetration (Cohen, 2006).”