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Showing all 12 results Save | Export
Engaging Teachers, Staff, and Parents in Social and Emotional Learning in Palm Beach County: One of Six Case Studies of Schools and Out-of-School-Time Program Partners. Lessons from the Partnerships for Social and Emotional Learning Initiative. Volume 2, Part 5. Research Report. RR-A379-8
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Leschitz, Jennifer T.; Augustine, Catherine H.; Schwartz, Heather L. – RAND Corporation, 2022
The Wallace Foundation's Partnerships for Social and Emotional Learning Initiative is a six-year initiative that The Wallace Foundation launched in 2017 to explore whether and how children benefit when schools and their out-of-school-time programs partner to improve social and emotional learning (SEL), as well as what it takes to do this work.…
Descriptors: Social Emotional Learning, Case Studies, Partnerships in Education, Program Descriptions
Expanding Social and Emotional Learning beyond the School Walls in Boston: One of Six Case Studies of Schools and Out-of-School-Time Program Partners. Lessons from the Partnerships for Social and Emotional Learning Initiative. Volume 2, Part 2. Research Report. RR-A379-5
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Tosh, Katie; Augustine, Catherine H.; Schwartz, Heather L. – RAND Corporation, 2022
The Wallace Foundation's Partnerships for Social and Emotional Learning Initiative is a six-year initiative that The Wallace Foundation launched in 2017 to explore whether and how children benefit when schools and their out-of-school-time programs partner to improve social and emotional learning (SEL), as well as what it takes to do this work. SEL…
Descriptors: Social Emotional Learning, Case Studies, Partnerships in Education, Elementary School Students
Building an Effective Social and Emotional Learning Committee in Dallas: One of Six Case Studies of Schools and Out-of-School-Time Program Partners. Lessons from the Partnerships for Social and Emotional Learning Initiative. Volume 2, Part 3. Research Report. RR-A379-6
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Huguet, Alice; Schwartz, Heather L.; Augustine, Catherine H. – RAND Corporation, 2022
The Wallace Foundation's Partnerships for Social and Emotional Learning Initiative is a six-year initiative that The Wallace Foundation launched in 2017 to explore whether and how children benefit when schools and their out-of-school-time programs partner to improve social and emotional learning (SEL), as well as what it takes to do this work.…
Descriptors: Social Emotional Learning, Partnerships in Education, Case Studies, Elementary School Students
Learning to Focus on Adult Social and Emotional Learning First in Tulsa: One of Six Case Studies of Schools and Out-of-School-Time Program Partners. Lessons from the Partnerships for Social and Emotional Learning Initiative. Volume 2, Part 7. Research Report. RR-A379-10
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Christianson, Karen; Gomez, Celia J.; Augustine, Catherine H.; Schwartz, Heather L. – RAND Corporation, 2022
The Wallace Foundation's Partnerships for Social and Emotional Learning Initiative is a six-year initiative that The Wallace Foundation launched in 2017 to explore whether and how children benefit when schools and their out-of-school-time (OST) programs partner to improve social and emotional learning (SEL), as well as what it takes to do this…
Descriptors: Social Emotional Learning, Case Studies, Elementary School Students, Empathy
Jointly Prioritizing Time for Social and Emotional Learning in Denver: One of Six Case Studies of Schools and Out-of-School-Time Program Partners. Lessons from the Partnerships for Social and Emotional Learning Initiative. Volume 2, Part 4. Research Report. RR-A379-7
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Prado Tuma, Andrea; Augustine, Catherine H.; Schwartz, Heather L. – RAND Corporation, 2022
The Wallace Foundation's Partnerships for Social and Emotional Learning Initiative is a six-year initiative that The Wallace Foundation launched in 2017 to explore whether and how children benefit when schools and their out-of-school-time programs partner to improve social and emotional learning (SEL), as well as what it takes to do this work.…
Descriptors: Social Emotional Learning, Case Studies, Partnerships in Education, After School Programs
Prioritizing Racial Equity within Social and Emotional Learning in Tacoma: One of Six Case Studies of Schools and Out-of-School-Time Program Partners. Lessons from the Partnerships for Social and Emotional Learning Initiative. Volume 2, Part 6. Research Report. RR-A379-9
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Faxon-Mills, Susannah; Schwartz, Heather L.; Augustine, Catherine H. – RAND Corporation, 2022
The Wallace Foundation's Partnerships for Social and Emotional Learning Initiative is a six-year initiative that The Wallace Foundation launched in 2017 to explore whether and how children benefit when schools and their out-of-school-time programs partner to improve social and emotional learning (SEL), as well as what it takes to do this work.…
Descriptors: Social Emotional Learning, Partnerships in Education, Case Studies, Elementary School Students
Strengthening Students' Social and Emotional Skills: Lessons from Six Case Studies of Schools and Their Out-of-School-Time Program Partners. Lessons from the Partnerships for Social and Emotional Learning Initiative. Volume 2, Part 1. Research Report. RR-A379-4
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Tosh, Katie; Schwartz, Heather L.; Augustine, Catherine H. – RAND Corporation, 2022
The Wallace Foundation's Partnerships for Social and Emotional Learning Initiative (PSELI) is a six-year initiative that The Wallace Foundation launched in 2017 to explore whether and how children benefit when schools and their out-of-school-time programs partner to improve social and emotional learning (SEL), as well as what it takes to do this…
Descriptors: Social Emotional Learning, Case Studies, Partnerships in Education, Program Implementation
Incorporating Two-Generation Approaches in Community Change: Lessons from the Family-Centered Community Change. Research Report
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Popkin, Susan J.; Runes, Charmaine; Anderson, Theresa; McDaniel, Marla; Coffey, Amelia; Okoli, Adaeze; Gaddy, Marcus; Spauster, Patrick – Urban Institute, 2019
The Annie E. Casey Foundation launched Family-Centered Community Change (FCCC) in 2012 to support three local partnerships seeking to help parents and children in high-poverty neighborhoods succeed together. These partnerships, located in Buffalo, New York; Columbus, Ohio; and San Antonio, Texas, are each developing a more integrated set of…
Descriptors: Community Change, Poverty, Neighborhoods, Low Income
Leading Effective Goal-Setting to Improve School Outcomes
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Meyer, Frauke; Bendikson, Linda; Le Fevre, Deidre – Teaching and Learning Research Initiative, 2020
This study highlights how principal leadership of goal-directed practices impacts outcomes. Over 2 years, three academics partnered with three principals and a small "project team" comprising one or more teachers, and one or more middle or senior leaders. In this report, the authors reflect on some of the key changes that occurred from…
Descriptors: Goal Orientation, Outcomes of Education, Principals, Instructional Leadership
"No Outsiders": Moving beyond a Discourse of Tolerance to Challenge Heteronormativity in Primary Schools
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DePalma, Renee; Atkinson, Elizabeth – British Educational Research Journal, 2009
In this paper we describe a UK-based participatory action research project that looks beyond the discourse of tolerance to investigate and challenge heteronormative processes in primary schools through reflective action research. This 28-month ESRC-funded project supports 15 primary teachers working in schools in three regions of the UK to develop…
Descriptors: Action Research, Participatory Research, Foreign Countries, Elementary Schools
Assessment and Goal-Setting with the Circle of Courage
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Yamagishi, Rochelle; Houtekamer, Tweela – Reclaiming Children and Youth: The Journal of Strength-based Interventions, 2005
Two elementary school counselors discuss their work inspired by the Circle of Courage Model. They have used the concept as an assessment and goal-setting tool to address students' problems and needs. They discuss their development of the tool and how they apply it in working with children and other populations, through the four quadrants on the…
Descriptors: Foreign Countries, School Counseling, School Counselors, Conferences
Metacognition, Metamemory, and Commitment to Change Strategy: Enhancing Adoption of Innovation of Staff Development
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Blodgett-McDeavitt, Cynthia; Dirkx, John M. – Online Submission, 1995
While transfer of information to practice is a goal of professional development programs for educators, the gap between learning of new information and application to practice continues to be problematic. Synthesizing theoretical viewpoints of innovation adoption and diffusion theory, normative re-education strategies, self-efficacy theory and…
Descriptors: Metacognition, Self Efficacy, Adult Basic Education, Teacher Education Programs