This brief provides policymakers and practitioners with a comprehensive overview of the purpose, characteristics, uses, and types of Kindergarten Entry Assessments (KEAs). It emphasizes the importance of high-quality KEAs in guiding instructional practices and assessing developmental progress in young learners. It highlights that high-quality KEAs…

The theory of emotional intelligence has elicited great interest both in the academic and the nonacademic world. Therapists, educators, and parents want to know what they can do to help children develop their emotional intelligence. However, most of the research in this field has investigated adults' emotional intelligence. This study reviews the…

Reports on school research identifying and setting priorities for essential skills needed by the end of primary school to enable students to function effectively in Australian society. (MD)

Social and emotional learning (SEL) is the process of developing the ability to recognize and manage emotions, develop caring and concern for others, make responsible decisions, establish positive relationships, and handle challenging situations effectively. SEL provides schools with a framework for preventing problems and promoting students'…

General/special education secondary teachers (N=183) and nonhandicapped and handicapped students (N=437) were surveyed on perceptions of the importance of social skills in relating to others, relating to adults, and relating to oneself. Discussed are the survey instrument's reliability, importance ratings for skills, and levels of agreement…

Examines the role of the university in promoting regional economic and social development, particularly in the European context. Examines trends in regional development policy, including growing concern about manpower training, and the conditions necessary for the university to play the role of a center for regional development. Argues for…

Case studies of eight children with speech and language impairments are presented in a review of the intervention efforts at the Demonstration Center for Preschool Special Education (DCPSE) in Puerto Rico. Five components of the intervention model are examined: social medical history, intelligence, motor development, socio-emotional development,…

This report describes a formative evaluation and presents an overview of the background and design of an instructional television series, "On the Level," designed to encourage teenagers' personal and social development. The series includes 12 15-minute video programs, 12 audio programs, and a student workbook. The design issues discussed…

Autism is currently identified by a set of diagnostic criteria which are based on observable behaviour, denoting a pattern of impairments in communication and social reciprocity, and a tendency for restricted and stereotyped patterns of behaviour and interests. During the past eighteen years, biographical accounts have enriched the conventional…

A formative evaluation was conducted of the instructional television program "Brad's Journey through Stress," from the Coping with Stress unit of "On the Level," a series of 12 lessons designed to aid secondary school students in dealing with personal and social growth. The evaluation involved 291 students in 9 classes in…

Ninety-two learning-disabled children, aged 5-13, participated in an evaluation of the efficacy of a television-based social problem-solving curriculum. The 52 children in the curriculum group viewed 10 episodes from the "Inside/Out" series and participated in teacher-led discussions. The episodes dealt with expressing feelings, making…

This report describes the formative evaluation of the first three rough-cut instructional television programs for "On the Level," a series of 12 lessons dealing with personal and social growth for secondary school students. Results discussed are based on viewing three programs in a total of 36 classrooms at sites in Maryland, Tennessee,…

Research on the peer relationship problems of learning disabled (LD) children is summarized, highlighting methodological shortcomings and drawing implications for social intervention. Noted are tendencies of LD children to be frequently off task, to have more negative interactions with teachers and peers, and to be conversationally less assertive.…

Social skills training with a 12-year-old mainstreamed trainable mentally handicapped student resulted in improved eye contact, greeting of peers, and use of appropriate voice level. Perceptions of peers changed, but their interaction with the student did not change. (Author/DB)

This report describes and evaluates the Chapter 1 Early Childhood Education Program used in three classrooms in the 1988-89 school year at Kenton School in North Portland (Oregon). Chapter 1 is the "Introduction." Chapter 2, "Description of the Program," includes the following topics: (1) organization of the program; (2)…