Past research points to cooperative learning as a potentially effective means of fostering the academic and social development of students in inclusive education. This study examined the attitudes of student teachers towards the use of cooperative learning in inclusive education as well as correlating variables. In addition, potential differences…

The Competencies and sub-competencies of the Collaborative of Academic and Social Emotional Learning (CASEL) are very closely aligned to skills-based health education based on the National Health Education Standards and SHAPE America Grade Level Outcomes but miles apart when it comes to recognizability, perceived need, efficaciousness, and…

Recent findings from the Kids Activity and Learning Study complement North Carolina's multidimensional approach to promoting school readiness by emphasizing the integrated nature of motor and cognitive development in early childhood. Children whose motor skills improved the most over the course of an academic year also tended to demonstrate the…

Cooperative learning is an evidence-based teaching strategy. In cooperative learning, teachers structure students' interactions and prepare them for cooperation so that students work together in small groups supporting each other's' learning processes. This study investigated whether the empirical evidence of the effectiveness of cooperative…

Preschool teachers play a significant role in nurturing the social and emotional development of young children. Moreover, their own social and emotional skills can influence how they instruct their pupils in emotional intelligence (EI). This study aimed to examine the individual dimensions of trait emotional intelligence (TEI) for preschool…

The learning strategies involved in the acquisition of a second language have been a topic of high interest in recent years, without at the moment there being consensus on its categorization, the nature of its operation or on its empowerment in the applied context. The purpose of the study was to investigate the different language learning…

The central motive for conducting this research was to investigate how Greece, Spain, Sweden and the United Kingdom treat social and emotional education (SEE) within pedagogical practice. The study used a sequential quantitative-qualitative analysis with a comparative design, with 750 teachers in the initial quantitative phase participating in a…

This paper, authored in collaboration with researchers from Harvard University's Center for Education Policy Research and the Massachusetts Institute of Technology, reviews findings from a randomized controlled trial (RCT) at a partner school, focused on understanding the effects of a direct-to-student intervention on students' mindfulness…

Purpose: The Teaching Personal and Social Responsibility (TPSR) model was developed to foster responsibility and teach life skills that transfer to various settings. The purpose of this study was to assess the implementation fidelity of a school-based TPSR program in physical education and other subject areas. Method: Systematic observation was…

This study sheds light on the interrelations of universal, school-based social-emotional learning strategies and ethnic-racial identity over time. We assessed exposure to social-emotional learning practices and ethnic-racial identity exploration and resolution among 367 middle school students (70% African American, 30% Latinx; 51% girls) across 3…

Teachers are the primary implementers of social emotional learning (SEL) programs, their social emotional competence (SEC) and beliefs about how the school culture supports SEL likely influences program delivery, evaluation, and outcomes. The purpose of this quantitative correlational study was to examine the extent to which teacher SEC can…

This paper examines the links between social-emotional learning (SEL) and intercultural education. The work calls for pedagogical attention to the role of emotions in intercultural education and analyses the role of SEL within the umbrella of intercultural education. It claims that both SEL and intercultural education offer a framework for…

This article discusses social and emotional competence and its importance in young children's development. Foundations for children's social and emotional competence are developed during the early years and are linked with school success and later-in-life well-being. We discuss three factors affecting children's social and emotional interactions…

The physical, social and temporal dimensions of the classroom environment have an important role in children's learning. This study examines the level of support for child-centred learning, and its associated beliefs, that is provided by Hong Kong's pre-service early childhood teachers. Two hundred and seventy-five students from a pre-service…

This exploratory study involved a structured group-games intervention to develop first-grade students' social competence. The effects were evaluated by assessing possible outcomes for the children's social status. A sample of 119 first-grade, mixed-ability students from a Hong Kong primary school participated in the sessions (63 boys, 56 girls:…