An Integrated Approach Fosters Student Success. Forum: Should Schools Embrace Social and Emotional Learning?

Autor/in	Balfanz, Robert
Titel	An Integrated Approach Fosters Student Success. Forum: Should Schools Embrace Social and Emotional Learning?
Quelle	In: Education Next, 19 (2019) 3, S.68 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-9664
Schlagwörter	Stellungnahme; Holistic Approach; Emotional Development; Social Development; Emotional Intelligence; Interpersonal Competence; Academic Education; Postsecondary Education; Elementary School Students; Secondary School Students; Accountability; Education Work Relationship; Academic Standards; Learning Processes; Academic Achievement; Faculty Development; Outcomes of Education; School Effectiveness; Success; Educational Environment; Evidence Based Practice; Partnerships in Education; School Districts; California + Suchen Sie Ihr Suchwort? Holistischer Ansatz; Gefühlsbildung; Soziale Entwicklung; Emotionale Intelligenz; Interpersonale Kompetenz; Akademische Bildung; Post-secondary education; Tertiäre Bildung; Sekundarschüler; Verantwortung; Learning process; Lernprozess; Schulleistung; Lernleistung; Schulerfolg; Schuleffizienz; Erfolg; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Hochschulpartnerschaft; School district; Schulbezirk; Kalifornien
Abstract	What do K-12 schools need to do to prepare their students for adult success? This was the question that originally catalyzed the standards-and-accountability movement some 30 years ago, though it seems somehow to have gotten lost. Today the question merits revisiting, because addressing it makes a strong case for taking an integrated approach to the social, emotional, and academic development of children rather than focusing on academics in isolation. Calls for schools to develop the "whole child" are far from new. However, as the study of education moves from a practice-based field to one that is more evidence-informed, it is becoming increasingly clear that developing students' social-emotional skills not only has value on its own, but, when based on emerging findings from the learning sciences, also improves academic outcomes. In this article, the author argues that learning science favors an approach to schooling that addresses all aspects of development--social, emotional, and academic. [For "A Prevalence of 'Policy-Evidence Making.' Forum: Should Schools Embrace Social and Emotional Learning?," see EJ1217947.] (ERIC).
Anmerkungen	Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://educationnext.org/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01