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Schussler, Deborah L.; Krisch, Karen; Mahfouz, Julia; Baelen, Rebecca N.; Gould, Laura Feagans – Phi Delta Kappan, 2023
In the last 15 years, mindfulness programs have become more popular in schools. However, bringing mindfulness into schools involves more than selecting a curriculum. It entails creating the conditions for mindfulness that requires a particular kind of leadership: the capacity to lead for and with mindfulness. Authors Deborah L. Schussler, Karen…
Descriptors: Metacognition, Curriculum Development, Leadership, Social Development
Alexandra Vuyk; Maureen Montania; Liz Barrios; Montserrat Lobo – Cogent Education, 2024
The objective of this study is to examine the educational experiences of gifted students in Paraguay through the lens of the Actiotope Model of Giftedness, which provides a comprehensive framework for analyzing the interplay between environmental and individual factors in the development of giftedness. In Paraguay, the approach to gifted education…
Descriptors: Gifted Education, Learning Experience, Foreign Countries, Educational Experience
Najat Ouakrim-Soivio; Sirkku Kupiainen – National Center on Education and the Economy, 2023
The report provides a social and historical perspective on how Finland's education system was built and emerged as a high performer in Europe by 2000. In highlighting Finland's strengths, the authors focus on: (1) Finland's long-standing commitment to supporting all of its students as the driver of strong outcomes; (2 the systems's emphasis on…
Descriptors: Educational History, Educational Quality, Special Education, Inclusion
AASA, The School Superintendent's Association, 2020
AASA, The School Superintendents Association, is committed to supporting superintendents and other school district leaders throughout the country during this challenging and unprecedented time. The following report presents a synthesis of the Guidelines for Reopening Schools recommended by superintendents throughout the United States as part of an…
Descriptors: Disease Control, Disease Incidence, Prevention, Educational Facilities
Cambridge Assessment, 2020
The Learning Passport is a collaboration between UNICEF, the University of Cambridge and Microsoft which aims to tackle an intractable problem: the quality of education in contexts where learners have been displaced. The Learning Passport is a response to the international crisis in education quality and learning outcomes. The project's specific…
Descriptors: Educational Quality, Agency Cooperation, Access to Education, At Risk Students
Knudson, Joel – California Collaborative on District Reform, 2016
The California Collaborative on District Reform convened in Oakland for a two-day meeting, "Integrating Academic, Social, and Emotional Learning to Advance Equity and Achievement." The meeting explored methods to support and integrate academic, social, and emotional learning in K-12 education. Implementation efforts surrounding the…
Descriptors: Integrated Activities, Academic Achievement, Social Development, Emotional Development
Cambridge Assessment, 2020
The Learning Passport is a collaboration between UNICEF, the University of Cambridge and Microsoft which aims to tackle an intractable problem: the quality of education in contexts where learners have been displaced. The Learning Passport is a response to the international crisis in education quality and learning outcomes. The project's specific…
Descriptors: Educational Quality, Agency Cooperation, Access to Education, At Risk Students
Lin, Kuei-Mei; And Others – Education and Training of the Mentally Retarded, 1983
H. Goldstein's Social Learning Curriculum was adapted for mentally retarded children in Taiwan by substantive changes reflecting language and cultural differences. Field testing yielded comments which were then incorporated into the final Chinese Revision of the SLC. (CL)
Descriptors: Curriculum Development, Elementary Secondary Education, Foreign Countries, Mental Retardation

Weissberg, Roger P.; And Others – Educational Leadership, 1997
The New Haven (Connecticut) Public Schools established a district-level department of social development to coordinate all prevention and health-promotion initiatives. The goals are to educate knowledgeable, responsible, and caring students who acquire a set of basic skills, values, work habits, and positive self-concepts. (MLH)
Descriptors: Curriculum Development, Elementary Secondary Education, Emotional Development, Health Services

Hamilton, John; Donovan, Bill – Curriculum Perspectives, 1984
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)
Descriptors: Basic Skills, Curriculum Development, Elementary Secondary Education, Foreign Countries

Bender, William N. – Learning Disability Quarterly, 1994
This editorial, introducing a special issue on social-emotional development of students with learning disabilities, reviews general trends in recent research and curriculum development. The editorial presents social-emotional development as the next major area (following cognitive, metacognitive, and behavioral studies) from which meaningful…
Descriptors: Curriculum Development, Elementary Secondary Education, Emotional Development, Interpersonal Competence
Weissberg, Roger P.; Shriver, Timothy P. – 1996
Schools should build comprehensive programs that help children develop socially and emotionally. As a result, students will become competent in ways that can help them learn better and avoid problem behaviors. Comprehensive social and emotional development programs are based on the understanding that many different kinds of behaviors are caused by…
Descriptors: Child Development, Curriculum Development, Education, Elementary Secondary Education
Cosden, Merith; And Others – 1991
Current practices in implementing social skills instruction into elementary and secondary curricula are explored in this report. Two issues are addressed: (1) teacher reports of current and desired activities; and (2) the extent to which curriculum availability, other resources, teacher training, and values affect teacher activities.…
Descriptors: Curriculum Development, Elementary Secondary Education, Interpersonal Competence, Interpersonal Relationship
Parker, Jeanette – Gifted Child Today (GCT), 1988
This reprinted 1979 article presents arguments for why differentiated programming is necessary for gifted, creative, and talented students. A 1988 update describes progress in establishing broader based programs for the gifted, advances in teacher training, recognition of the need for counseling to improve social and emotional development, and…
Descriptors: Counseling Services, Curriculum Development, Elementary Secondary Education, Emotional Development

Houser, Neil O. – Multicultural Education, 1997
Considers the value of multicultural literature as a means of promoting social development for the greater good of society. Multicultural literature can be used across grade levels and subject areas to promote substantive social development, and it can improve the social studies curriculum by supplementing traditional materials. (SLD)
Descriptors: Cultural Awareness, Curriculum Development, Elementary Secondary Education, Equal Education