Literaturnachweis - Detailanzeige
Autor/inn/en | Jones, Jennifer L.; Jones, Karrie A.; Vermette, Paul J. |
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Titel | Using Social and Emotional Learning to Foster Academic Achievement in Secondary Mathematics |
Quelle | In: American Secondary Education, 37 (2009) 3, S.4-9 (6 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0003-1003 |
Schlagwörter | Mathematics Instruction; Emotional Development; Academic Achievement; Social Development; Student Motivation; Secondary Education; Lesson Plans; Reflection; Mathematics Achievement |
Abstract | Teaching social-emotional skills to secondary students has been linked to higher student achievement, more positive student motivation and more socially acceptable classroom behaviors (Elias & Arnold, 2006; Weissburg et al., 2003; Kress et al., 2004). Much of the current literature on social-emotional learning (SEL) focuses on research. This piece provides educators with a plan for teaching key social and emotional skills in secondary mathematics classrooms using three key "entry points": (1) the redefining of "lesson planning," (2) the establishment of an SEL-conducive climate, and (3) the inclusion of student refection and self-assessment. (As Provided). |
Anmerkungen | Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www3.ashland.edu/ase |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |