Caring Classrooms/Intelligent Schools: The Social Emotional Education of Young Children. Series on Social Emotional Learning.

By Jonathan D. Cohen. 2001

101 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/39d127e3546225fef4100fa5b240d0da15ada3ba

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Citations in the corpus

Can Explicit Instruction in Social and Emotional Learning Skills Benefit the Social-Emotional Development, Well-being, and Academic Achievement of Young Children? (2012, background): “Many early childhood educators advocate the use of games and stories as methods to teach social and emotional competencies (e.g., Cohen 2001).”
Reflecting on Social Emotional Learning: A Critical Perspective on Trends in the United States (2009, unknown): “…and drops in discipline referrals, and increases in student academic achievement (Brown, Roderick, Lantieri, & Aber, 2004; Cherniss et al., 2006; Cohen, 2001; Elias & Arnold, 2006; Greenberg, Kusché, & Riggs, 2004; Rimm-Kauffman & Sawyer, 2004; Schaps, Battistich, & Solomon, 2004; Solomon,…”
Mental Health and Social and Emotional Learning: Evidence, Principles, Tensions, Balances (2010, background): “Those who are interested in personal growth will tend to be interested in a wide range of skills which develop subjective wellbeing, such as happiness, spirituality, personal relationships and mindfulness (Goleman, 1996; Cohen, 2001).”
Social, Emotional, Ethical, and Academic Education: Creating a Climate for Learning, Participation in Democracy, and Well-Being. (2006, background): “…and social-emotional learning) have identified two core processes that characterize effective social-emotional and academic educational efforts (Cohen, 2001; Zins et al., 2004): (1) creating long-term educator-parent partnerships to create safe, caring, participatory, and responsive schools…”
Promoting Children’s Prosocial Behaviors in School: Impact of the “Roots of Empathy” Program on the Social and Emotional Competence of School-Aged Children (2012, methodology): “…other comprehensive social and emotional competence promotion programs, embedded within the ROE program are explicit components aimed at creating an ecology in the classroom environment in which belonging, caring, collaboration, and understanding others are emphasized (Cohen, 2001; Noddings, 1992).”