Advancing the Science and Practice of Social and Emotional Learning

By D. Osher, Yael Kidron, Marc A. Brackett, Allison B. Dymnicki, Stephanie Jones, R. Weissberg. 2016

250 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/896f0511e4997432f178ddabbc8b41687f847385

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Citations in the corpus

Implications for educational practice of the science of learning and development (2019, background): “Executive functions training can also be part of broader SEL programs, and has been found to be beneficial to young children from the preschool years to pre-adolescence (Bierman, Nix, Greenberg, Blair, & Domitrovich, 2008; Diamond & Lee, 2011).”
Nurturing Nature: How Brain Development Is Inherently Social and Emotional, and What This Means for Education (2019, background): “There is a growing awareness in education research, policy, and practice that emotional and social competencies impact learning (Hamilton, Doss, & Steiner, 2019; Jones, Bouffard, & Weissbourd, 2013; Osher et al., 2016; Pekrun & Linnenbrink-Garcia, 2012).”
Malleability, plasticity, and individuality: How children learn and develop in context1 (2019, background): “These interrelationships underlie research findings demonstrating the powerful influence of affective, social, and emotional processes on lowerand higher-order cognitive development and skill acquisition (e.g., Immordino-Yang & Damasio, 2007; Osher et al., 2016).”
Social and Emotional Learning: A Principled Science of Human Development in Context (2019, background): “Washoe County School District and CASEL’s Survey of Social-Emotional Competencies As described earlier in Principle 2, Washoe County School District (WCSD) joined CASEL’s Collaborating Districts Initiative in 2011 (Osher et al., 2016).”
Drivers of human development: How relationships and context shape learning and development1 (2020, background): “…designs that support learner-centered instruction and learning environments that successfully integrate affective, cognitive, social, and emotional processes with curricular content accelerate the developmental range of students (Hammond, 2016; Jones & Bouffard, 2012; Osher et al., 2016).”
RULER: A Theory-Driven, Systemic Approach to Social, Emotional, and Academic Learning (2019, methodology): “According to Rogers (2003), an approach to SEL like RULER must be compatible with the beliefs and values of the school staff for it to be implemented with quality and sustainability.”