Emotional Intelligence in the Classroom: Skill-Based Training for Teachers and Students.

By Marc A. Brackett, Nicole A. Katulak. 2007

224 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/735a747fcc20abf0384b57596150bd75b68a9457

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Citations in the corpus

Promoting Emotional Intelligence and Career Decision Making Among Italian High School Students (2011, methodology): “The Four-Branch Model is now being used as a prototype for the development of school-based social and emotional learning programs in the United States (Brackett & Katulak, 2007).”
The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes (2009, unknown): “Although most SEL programs do not address teacher SEC in their teacher training, the Emotionally Intelligent Classroom (Brackett & Katulak, 2006) program is an exception.”
Specificity of cognitive emotion regulation strategies: a transdiagnostic examination. (2010, background): “This has implications for prevention programs that focus on the development of cognitive emotion regulation skills (e.g., Brackett & Katulak, 2006) as well as treatments that focus on teaching regulatory skills (Beck, 1976; Fairburn et al., 1998; Fairholme, Boisseau, Ellard, Ehrenreich, & Barlow,…”
Do ESL/EFL teachers’ emotional intelligence, teaching experience, proficiency and gender affect their classroom practice? (2018, unknown): “…they create, it is encouraging to reflect that training in EI can improve the performance and the wellbeing of trainee teachers (Vesely et al. 2014) as well as potentially the emotional competences of teachers at any career stage (Brackett and Katulak 2006; Nelis et al. 2009; Zins et al. 2004).”
Teaching the teachers: emotional intelligence training for teachers (2014, background): “Brackett and Katulak (2006) argued that emotionally intelligent teachers are teachers with resources to create a safe, satisfying, caring and productive school environment. They offered a one-day workshop for teachers which provided participants with: (1) in-depth information about the four emotiona”
Teachers—The Vital Resource (2013, methodology): “The theories, techniques, and effectiveness of each of these three programs in addition to the program discussed below (Brackett & Katulak, 2007) have been examined in the research literature (see Ciarrochi & Mayer, 2007).”
Early Childhood Teachers as Socializers of Young Children’s Emotional Competence (2012, background): “Jennings and Greenberg (2009) suggest ways to promote teacher emotional ability, including mindfulness training, reflective supervision, stress reduction and direct training (Brackett and Katulak 2006).”
Improving Classroom Quality: Teacher Influences and Experimental Impacts of the 4Rs Program. (2010, result): “Indeed, these results and preliminary results from other studies (Brackett & Katulak, 2007) suggest that explicit attention to the promotion of emotional intelligence among teachers may be a critical component of school-based interventions designed to positively impact classroom settings.”