The Evidence Base for How We Learn: Supporting Students' Social, Emotional, and Academic Development. Consensus Statements of Evidence from the Council of Distinguished Scientists.

By Stephanie M. Jones, Jennifer Kahn. 2017

158 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/60e39adf830d2a2ee0172b8f4ec6c1a1b5983c15

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Citations in the corpus

Transformative Social and Emotional Learning (SEL): Toward SEL in Service of Educational Equity and Excellence (2019, unknown): “…the evidence accumulated from basic and applied research (e.g., Cantor et al., 2018; Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011; Jones & Kahn, 2017; NCSEAD, 2019; Osher, Cantor, Berg, Steyer, & Rose, 2018; Taylor et al., 2017) has prompted practitioners, researchers, and…”
Drivers of human development: How relationships and context shape learning and development1 (2020, background): “…with attention to human agency and cultural, phenomenological, sociological, and historical factors (e.g., Spencer, 2007), and addresses our increasing knowledge that shows that social, emotional, cognitive, linguistic, and academic development “are deeply intertwined” (Jones & Kahn, 2017, p. 4).”
Advancements in the Landscape of Social and Emotional Learning and Emerging Topics on the Horizon (2019, background): “Indeed, students can learn and thrive when they are in school and classroom contexts in which they feel safe, secure, connected, and cared for — contexts in which their SE competence and academic growth is nurtured and cultivated (Jones & Kahn, 2017).”
Nurturing Nature: How Brain Development Is Inherently Social and Emotional, and What This Means for Education (2019, background): “…in mainstream education, and a good deal is being learned about the teachability of SEL, as well as about links between SEL, motivation, and academic achievement (Dweck, 2017; Jones & Kahn, 2017; Roeser, Urdan, & Stephens, 2009; Taylor, Oberle, Durlak, & Weissberg, 2017; Wentzel & Miele, 2016).”
An update on social and emotional learning outcome research (2018, background): “…and educators recommend that SEL programming will be most beneficial when it is implemented in planned, ongoing, systemic ways from preschool through high school (Berman et al., 2018; Collaborative for Academic, Social, and Emotional Learning, 2017; Jones & Kahn, 2017; Weissberg et al., 2015).”