標(biāo)題: Titlebook: Brief SEL Interventions at School; Integrating Research Gayle L. Macklem Book 2020 Springer Nature Switzerland AG 2020 Academic achievement [打印本頁(yè)] 作者: OAK 時(shí)間: 2025-3-21 17:56
書目名稱Brief SEL Interventions at School影響因子(影響力)
書目名稱Brief SEL Interventions at School影響因子(影響力)學(xué)科排名
書目名稱Brief SEL Interventions at School網(wǎng)絡(luò)公開度
書目名稱Brief SEL Interventions at School網(wǎng)絡(luò)公開度學(xué)科排名
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書目名稱Brief SEL Interventions at School被引頻次學(xué)科排名
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書目名稱Brief SEL Interventions at School讀者反饋
書目名稱Brief SEL Interventions at School讀者反饋學(xué)科排名
作者: Intervention 時(shí)間: 2025-3-21 22:22 作者: 內(nèi)疚 時(shí)間: 2025-3-22 01:53
Yoav Barnea,Or Friedman,Michael Scheflann, self-distancing, and expressive writing are discussed in detail. Interesting work has been done on temporal distancing in particular. Approaches for using various emotion regulation strategies in k-12 schools are presented.作者: fastness 時(shí)間: 2025-3-22 06:09 作者: institute 時(shí)間: 2025-3-22 12:17 作者: Substance 時(shí)間: 2025-3-22 13:30
Brief Strategies for Strengthening Emotional Regulation,n, self-distancing, and expressive writing are discussed in detail. Interesting work has been done on temporal distancing in particular. Approaches for using various emotion regulation strategies in k-12 schools are presented.作者: Palter 時(shí)間: 2025-3-22 17:36 作者: 舊石器 時(shí)間: 2025-3-22 23:09
Temitope Akinremi,Stephen Roperlemented well, requiring randomized controlled trials (RCTs) as strong evidence would stifle innovation, it is not possible to conduct RCTs in education, RCTs ignore educators’ experience and the context of schools, and RCTs discount theory. These arguments are answered.作者: Definitive 時(shí)間: 2025-3-23 04:56
Patterns of management in community unitsersonal success is discussed. There is a focus on various ways to improve prosocial interactions such as using teacher praise, facilitating kind behaviors between students, equalizing students’ social status in the classroom, positive peer reporting, and increasing empathy to reduce victimization.作者: Medley 時(shí)間: 2025-3-23 08:27 作者: 祖?zhèn)髫?cái)產(chǎn) 時(shí)間: 2025-3-23 12:05
Working with the voluntary sectorated to reduce the racial/ethnic achievement gap, but they can be tricky to implement. If educators keep the information in mind that allows values affirmation to work, they will find the interventions very valuable.作者: 連鎖,連串 時(shí)間: 2025-3-23 16:28 作者: 悲痛 時(shí)間: 2025-3-23 19:11
Brief Strategies for Interpersonal Success,ersonal success is discussed. There is a focus on various ways to improve prosocial interactions such as using teacher praise, facilitating kind behaviors between students, equalizing students’ social status in the classroom, positive peer reporting, and increasing empathy to reduce victimization.作者: 安裝 時(shí)間: 2025-3-23 22:43
Self-Efficacy and Goal Setting,rning goals, and process goals, which include plans for reaching goals. An interesting group of studies involves teaching a metacognitive strategy to bring a student’s wishes for her/himself in the future, closer to the present in order to influence action toward reaching those goals.作者: 俗艷 時(shí)間: 2025-3-24 05:46 作者: LUT 時(shí)間: 2025-3-24 09:15
Book 2020des the infusion of programs and strategies that actually work for children and adolescents. The volume describes overarching issues to include what the term evidence-based should mean as well as the confusing and sometimes ill-advised proliferation of programs that become components of the many bar作者: LURE 時(shí)間: 2025-3-24 11:44
https://doi.org/10.1007/978-3-030-65695-9Academic achievement and SEL interventions; Emotional regulation and SEL; Empathy activation and SEL; E作者: 灌溉 時(shí)間: 2025-3-24 18:39 作者: 換話題 時(shí)間: 2025-3-24 22:58
Gillian Barrett,Lawrence Dooley Influences on the movement, how it is currently conceptualized involving four approaches to implementation, and considerations of the general evidence supporting the movement are discussed. The four approaches are detailed. Growing pains of the SEL movement are highlighted. There are considerable d作者: 砍伐 時(shí)間: 2025-3-25 02:05
Temitope Akinremi,Stephen Roperere is no agreed upon criteria for a SEL program to be considered to be evidence-based. In this chapter, the label of evidence-based, the history of its use, the confusion it causes, and the meaning of the term in science is detailed. A review of the different types of evidence and what counts as ev作者: 闡釋 時(shí)間: 2025-3-25 07:07 作者: irradicable 時(shí)間: 2025-3-25 09:53 作者: CUMB 時(shí)間: 2025-3-25 13:32 作者: construct 時(shí)間: 2025-3-25 18:59
Patricia McGuire,Caroline A. Glicksmann a framework. The development and importance of growth mindsets are provided along with the critical variables needed to implement growth mindset interventions. Mindsets related to students’ mental health and personality in particular are discussed. Emotion mindsets, a new area of study, is feature作者: 萬(wàn)神殿 時(shí)間: 2025-3-25 23:55
Yoav Barnea,Or Friedman,Michael Scheflanrd to interpersonal relations, academic progress, and in maintaining mental health. In this chapter, emotion regulation strategies are featured as they are critical in the classroom and in life. Common strategies for which we need more data, as well as strategies for which we have adequate to strong作者: 頭腦冷靜 時(shí)間: 2025-3-26 02:44 作者: entice 時(shí)間: 2025-3-26 04:29
Managing Community Health Servicesive for Academic, Social, and Emotional Learning (CASEL) framework. Although teaching students adaptive decision-making is not a brief intervention, given its central importance, it has a place in this text. In this chapter, age differences in decision-making and decision-making competence are discu作者: Insensate 時(shí)間: 2025-3-26 09:34
Patterns of management in community unitsecently been demonstrated to be a strong predictor of achievement. When students experience low self-efficacy, teachers need to look to research demonstrating the effects of types of praise, use of self-talk, autonomy support, giving students choices, types of performance feedback, and increasing st作者: 臭名昭著 時(shí)間: 2025-3-26 16:17
Working with the voluntary sectorief strategies for reducing school stress are addressed. Emotion-focused coping can be taught. The avoidance that students with anxiety may use to cope can be decreased with brief interventions. Some of the more traditional approaches to stress reduction may not work as well as more current approach作者: affinity 時(shí)間: 2025-3-26 18:21
Gayle L. MacklemExamines social-emotional learning (SEL) programs and strategies that benefit children and adolescents.Details the need to, and process of, vetting interventions before classroom implementation.Explor作者: mydriatic 時(shí)間: 2025-3-26 23:00 作者: fluffy 時(shí)間: 2025-3-27 02:20
Social Emotional Learning Movement Growing Pains, Influences on the movement, how it is currently conceptualized involving four approaches to implementation, and considerations of the general evidence supporting the movement are discussed. The four approaches are detailed. Growing pains of the SEL movement are highlighted. There are considerable d作者: FICE 時(shí)間: 2025-3-27 05:51
Confusion Around the Concept of Evidence-Based,ere is no agreed upon criteria for a SEL program to be considered to be evidence-based. In this chapter, the label of evidence-based, the history of its use, the confusion it causes, and the meaning of the term in science is detailed. A review of the different types of evidence and what counts as ev作者: insolence 時(shí)間: 2025-3-27 13:16 作者: constellation 時(shí)間: 2025-3-27 14:36
Registries of Evidence-Based Programs,e evidence-based programs and practices. In this chapter, the value and limitations of registers of evidence-based programs is closely examined. Registers differ in many ways and unless users understand this, they will find contrary conflicting information that will only confuse them. Registers are 作者: TOXIN 時(shí)間: 2025-3-27 21:08 作者: URN 時(shí)間: 2025-3-28 00:19
Brief Strategies for Improving Self-Awareness and Beliefs,n a framework. The development and importance of growth mindsets are provided along with the critical variables needed to implement growth mindset interventions. Mindsets related to students’ mental health and personality in particular are discussed. Emotion mindsets, a new area of study, is feature作者: 谷物 時(shí)間: 2025-3-28 02:25
Brief Strategies for Strengthening Emotional Regulation,rd to interpersonal relations, academic progress, and in maintaining mental health. In this chapter, emotion regulation strategies are featured as they are critical in the classroom and in life. Common strategies for which we need more data, as well as strategies for which we have adequate to strong作者: 食品室 時(shí)間: 2025-3-28 07:47 作者: Contracture 時(shí)間: 2025-3-28 10:38 作者: JADED 時(shí)間: 2025-3-28 16:31 作者: 商業(yè)上 時(shí)間: 2025-3-28 19:41
Brief Strategies for Reducing School Stress,ief strategies for reducing school stress are addressed. Emotion-focused coping can be taught. The avoidance that students with anxiety may use to cope can be decreased with brief interventions. Some of the more traditional approaches to stress reduction may not work as well as more current approach作者: 轉(zhuǎn)換 時(shí)間: 2025-3-29 02:50 作者: 易達(dá)到 時(shí)間: 2025-3-29 06:58 作者: Fortuitous 時(shí)間: 2025-3-29 08:48
Managing Collaborative R&D Projects,grams leading to change. As applied to SEL, the impressive work by Jones and the EASEL Lab on kernels of SEL practice is an important contribution. In all cases it is necessary to keep in mind that the approaches identifying common elements, as useful and important as they may be, cannot be consider作者: 勤勞 時(shí)間: 2025-3-29 13:48 作者: febrile 時(shí)間: 2025-3-29 16:13 作者: 信條 時(shí)間: 2025-3-29 23:46
Managing Community Health Servicescision-making but also in regard to prosocial decision-making. A focus in this chapter is how educators can use research on students’ decision-making to foster more adaptive behavior, particularly in adolescence.
