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Download full textWise, Bob; Siddiqi, Javaid – Hunt Institute, 2022
As the country continues to transition into a new normal because of the the COVID-19 pandemic, it is critical that schools and educators adopt a "whole child" approach to education, incorporating teaching methods that account for the ways that children grow and learn in their relationships, identity, emotional understanding, and overall…
Descriptors: Holistic Approach, Teaching Methods, Child Development, Well Being
Peer reviewed
Direct linkTolan, Stephanie S. – Gifted Education International, 2018
This article discusses giftedness from the inside out, focusing on what the differences mean to the gifted child's experience of life--the effects both their intensity and their cognitive abilities have on their inner experience and awareness. Mindfulness is especially valuable and important for the profoundly gifted child. Two programs that use…
Descriptors: Academically Gifted, Metacognition, Perception, Summer Programs
Aceves, Lorena; Crowley, Daniel Max; Rincon, Brenda; Bravo, Diamond Y. – Society for Research in Child Development, 2022
The main goal of this social policy report is to propose a holistic approach for promoting developmental success among Latinx children and youth. This report highlights the need to 1) redefine success and 2) account for intersectional inequalities. First, the current demographic landscape of Latinx students is presented to showcase the variability…
Descriptors: Equal Education, Educational Change, Hispanic American Students, Child Development
Estes, Elizabeth; Davis, Jeff; Shilton, Adrienne; Stoner-Mertz, Christine; Funk, Michael; Eisenberg, Lisa; Weller, Teneh; Knecht, Richard S.; Kelley, Veronica; Kain, Lara; Peck, Jennifer; Rosario, Aleah; Lombardo, Michael; Kimner, Hayin; Jacobs, Melissa; Dickey, Amanda; Epstein, Ken; Aguilar-Gaxiola, Sergio; Alcala, Lupita; Caparas, Ruthie; Coley, Aressa; Justus, Marianne; Willis, Jason; Larsen, Karen – WestEd, 2022
This field guide is a first step by a collaborative of California child-serving education, health, and social service experts and leaders to further California's current efforts toward one effective, integrated, comprehensive, school-based child-serving system. The guide includes guidance for both local education agencies (LEAs) and state leaders,…
Descriptors: Educational Environment, Guides, School Districts, Public Officials
Darling-Hammond, Linda; Cook-Harvey, Channa M. – Learning Policy Institute, 2018
This brief reviews research demonstrating that student learning and development depend on affirming relationships operating within a positive school climate. It describes how such an environment can provide all children with a sense of safety and belonging by creating safe and culturally responsive classroom communities, connecting with families,…
Descriptors: Child Development, Holistic Approach, Interpersonal Relationship, Emotional Development
Darling-Hammond, Linda; Cook-Harvey, Channa M. – Learning Policy Institute, 2018
New knowledge about human development from neuroscience and the sciences of learning and development demonstrates that effective learning depends on secure attachments; affirming relationships; rich, hands-on learning experiences; and explicit integration of social, emotional, and academic skills. Given that emotions and relationships strongly…
Descriptors: Child Development, Holistic Approach, Interpersonal Relationship, Emotional Development
Guldberg, Karen; Parsons, Sarah; MacLeod, Andrea; Jones, Glenys; Prunty, Anita; Balfe, Tish – European Journal of Special Needs Education, 2011
This paper summarises the implications for practice arising from the "International review of the evidence on best practice in educational provision for children on the autism spectrum" and it focuses on key priorities for policy makers, families, practitioners and researchers. Findings highlight that there is little evidence to indicate…
Descriptors: Delivery Systems, Intervention, Autism, Teacher Collaboration
Stuckart, Daniel W.; Glanz, Jeffrey – Rowman & Littlefield Education, 2010
Since the passage of the No Child Left Behind Act of 2001, high-stakes testing has become a ubiquitous feature of public school children's daily rituals. Reform advocates argue that testing leads to greater alignment of the curriculum with teaching and learning, teacher and student accountability, and in some cases, a preservation of our cultural…
Descriptors: Federal Legislation, Educational Change, High Stakes Tests, Testing
Center for Mental Health in Schools at UCLA, 2011
Introduction into federal policy of response to intervention (RTI) and positive behavior intervention and supports (PBIS) led to widespread adoption and adaptation of the three tier intervention pyramid. As originally presented, the pyramid highlights three different levels of intervention and suggests the percent of students at each level. While…
Descriptors: Intervention, Public Health, Behavior Problems, Response to Intervention
Center for Mental Health in Schools at UCLA, 2005
This report was developed to highlight the current state of affairs and illustrate the value of a unifying framework and integrated infrastructure for the many initiatives, projects, programs, and services schools pursue in addressing barriers to learning and promoting healthy development. Specifically, it highlights how initiatives can be…
Descriptors: Mental Health, Access to Education, Educational Planning, Instructional Leadership
Center for Mental Health in Schools at UCLA, 2009
As the focus on school improvement at a state education agency moves from mostly a compliance approach to playing a greater role in capacity building, the agency's leadership needs to rethink student and learning supports. That is the focus of this report. Given that almost half of the chief state school officers have assumed their position in the…
Descriptors: Intervention, Educational Change, State Departments of Education, Leadership Responsibility
