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Download full textWerner, Katharina; Woessmann, Ludger – Annenberg Institute for School Reform at Brown University, 2021
If school closures and social-distancing experiences during the COVID-19 pandemic impeded children's skill development, they may leave a lasting legacy in human capital. To understand the pandemic's effects on school children, this paper combines a review of the emerging international literature with new evidence from German longitudinal time-use…
Descriptors: COVID-19, Pandemics, School Closing, Foreign Countries
Peer reviewed
Direct linkSliwka, Anne; Yee, Brandy – European Journal of Education, 2015
There has been a shift in the core idea of schooling in both Germany and Canada: While schools have traditionally focused on cognitive development, they now increasingly focus on "engaged learners" and use integrated settings to support their cognitive, metacognitive and social-emotional development. In line with the theme "Learning…
Descriptors: Foreign Countries, Nontraditional Education, Learner Engagement, Cognitive Development
Ullrich, Dieter; Ullrich, Katja; Marten, Magret – Cogent Education, 2017
Speech-/language-impaired (SL)-children face problems in school and later life. The significance of "non-cognitive, social-emotional skills" (NCSES) in these children is often underestimated. Aim: Present study of affected SL-children was assessed to analyse the influence of NCSES for long-term school education. Methods: Nineteen…
Descriptors: Speech Impairments, Language Impairments, Intelligence Quotient, Social Development
Broecher, Joachim – Gifted Education International, 2015
The HighScope Summer Camp for Teenagers founded by David P. Weikart in 1963, and operated until 2002, was an international, inclusive gifted education program that aided many young people, including those from disadvantaged social strata, in their personal development and shaped them in a special way. The six-week program stood for a high degree…
Descriptors: Summer Programs, Adolescents, Academically Gifted, Day Camp Programs
Sklad, Marcin; Diekstra, Rene; De Ritter, Monique; Ben, Jehonathan; Gravesteijn, Carolien – Psychology in the Schools, 2012
To answer the question of whether teaching social and emotional skills to foster social-emotional development can help schools extend their role beyond the transfer of knowledge, the authors conducted a meta-analytical review of 75 recently published studies that reported the effects of universal, school-based social, emotional, and/or behavioral…
Descriptors: School Role, Social Development, Emotional Development, Behavior Development
Oser, Fritz K.; Althof, Wolfgang; Higgins-D'Alessandro, Ann – Journal of Moral Education, 2008
This article focuses on the development of, and new theorising about, a strong democracy education intervention, the Just Community approach. Three questions frame the discussion: (1) Does democracy education change children and adolescents or do students in these programs change their schools, or is there a dynamic interaction over time? (2) How…
Descriptors: Ethical Instruction, Citizenship, Democracy, Community Programs
