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The Practice Base for How We Learn: Supporting Students' Social, Emotional, and Academic Development. Consensus Statements of Practice from the Council of Distinguished Educators

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Title: The Practice Base for How We Learn: Supporting Students' Social, Emotional, and Academic Development. Consensus Statements of Practice from the Council of Distinguished Educators
Language: English
Authors: Berman, Sheldon, Aspen Institute, National Commission on Social, Emotional, & Academic Development (NCSEAD)
Source: Aspen Institute. 2018.
Availability: Aspen Institute. 1 Dupont Circle NW Suite 700, Washington, DC 20036. Tel: 410-820-5433; Tel: 202-736-5800; Fax: 202-467-0790; e-mail: publications@aspeninstitute.org; Web site: http://www.aspeninstitute.org
Peer Reviewed: N
Page Count: 20
Publication Date: 2018
Intended Audience: Administrators; Teachers; Policymakers
Document Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Descriptors: Student Development, Social Development, Emotional Development, Academic Ability, Elementary Secondary Education, Early Childhood Education, Success, Interdisciplinary Approach, Models, Teacher Role, Educational Environment, Equal Education, Role Models, Adults, Leadership Responsibility, Progress Monitoring, Teaching Methods, Direct Instruction, Family School Relationship, School Community Relationship
Abstract: "The Practice Base for How We Learn: Supporting Students' Social, Emotional, and Academic Development" outlines promising practices that show how students, teachers, parents, and administrators can integrate social, emotional, and academic learning in preK-12 education. The report, which represents the vision of the 34-member Council of Distinguished Educators, calls for widespread implementation of these strategies as essential to students' success in their schools, homes, workplaces, and communities. The Council of Distinguished Educators drew on its collective, firsthand experiences in schools and classrooms to develop the "The Practice Base for How We Learn." Made up of teachers, school counselors, principals, system leaders, superintendents, and community partners from a diverse range of schools and educational systems across the country, Council members bring wide experience in the field of integrating social, emotional, and academic development, including a range of effective models of practice. This report examines how the role of the teacher as well as the school environment need to support the social, emotional, and academic dimensions of learning to maximize the outcomes of all students. The consensus statements of practice offer clear guidance for educators, schools, and districts across the country. [This report was written with Sydney Chaffee and Julia Sarmiento.]
Abstractor: As Provided
Entry Date: 2018
Accession Number: ED585501
Database: ERIC
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  Data: The Practice Base for How We Learn: Supporting Students' Social, Emotional, and Academic Development. Consensus Statements of Practice from the Council of Distinguished Educators
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  Data: <searchLink fieldCode="SO" term="%22Aspen+Institute%22"><i>Aspen Institute</i></searchLink>. 2018.
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  Data: Aspen Institute. 1 Dupont Circle NW Suite 700, Washington, DC 20036. Tel: 410-820-5433; Tel: 202-736-5800; Fax: 202-467-0790; e-mail: publications@aspeninstitute.org; Web site: http://www.aspeninstitute.org
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  Data: Administrators; Teachers; Policymakers
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  Data: "The Practice Base for How We Learn: Supporting Students' Social, Emotional, and Academic Development" outlines promising practices that show how students, teachers, parents, and administrators can integrate social, emotional, and academic learning in preK-12 education. The report, which represents the vision of the 34-member Council of Distinguished Educators, calls for widespread implementation of these strategies as essential to students' success in their schools, homes, workplaces, and communities. The Council of Distinguished Educators drew on its collective, firsthand experiences in schools and classrooms to develop the "The Practice Base for How We Learn." Made up of teachers, school counselors, principals, system leaders, superintendents, and community partners from a diverse range of schools and educational systems across the country, Council members bring wide experience in the field of integrating social, emotional, and academic development, including a range of effective models of practice. This report examines how the role of the teacher as well as the school environment need to support the social, emotional, and academic dimensions of learning to maximize the outcomes of all students. The consensus statements of practice offer clear guidance for educators, schools, and districts across the country. [This report was written with Sydney Chaffee and Julia Sarmiento.]
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      – Text: English
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      – SubjectFull: Student Development
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      – SubjectFull: Social Development
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      – SubjectFull: Emotional Development
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      – SubjectFull: Academic Ability
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Early Childhood Education
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      – SubjectFull: Success
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      – SubjectFull: Interdisciplinary Approach
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      – SubjectFull: Models
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