SEL FORWARD

Social and Emotional Learning Towards Meaningful Social Contribution

REFERENCES

Anyon, J (2000). “Critical Pedagogy is Not Enough”. The Routledge International Handbook of Critical Education ed. pp. 389-395. Abingdon: Routledge, 17 Feb 2009

Barron, B. J., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., & Bransford, J. D. (1998). Doing with understanding: Lessons from research on problem-and project-based learning. Journal of the learning sciences, 7(3-4), 271-311.

Boomer, G. (1992). Negotiating the curriculum. In G. Boomer, N. Lester, C. Onore & J. Cook (Eds.), Negotiating the curriculum: Educating for the 21st century (pp. 4-14). Washington, DC: Falmer Press.

Conderman, G., & Hedin, L. (2012). Classroom assessments that inform instruction. Kappa Delta Pi Record, 48(4), 162-168.

Core SEL Competencies (2018). Retrieved from https://casel.org/core-competencies/

Darling-Hammond, L. (2014). Chapter 1. Beyond the bubble test: How performance assessment can support deeper learning. In L. Darling-Hammond (Ed.), Next generation assessment (pp. 1-15). San Francisco, CA: Jossey-Bass.

Dewey, J. (1963). Experience and education. New York: Collier/Macmillan. (Original work published 1938.)

Diamond, J. (2008/2011). Kindergarten: A teacher, her students, and a year of learning. New York: The New Press.

Falk, B. (2000). Using standards and assessment to support teaching and learning in The heart of the matter: Using standards and assessment to learn (pp. 103-129). Portsmouth, NH: Heinemann.

Flook, Lisa, Goldberg, Simon B., Pinger, Laura, Davidson, Richard J. (2014). Promoting Prosocial Behavior and Self-Regulatory Skills in Preschool Children Through a Mindfulness-Based Kindness Curriculum. Developmental Psychology, 51(1), pp. 44-51.

Francis, C. (2017). ON-THE-SPOT MINDFULNESS BASED PRACTICES FOR ADDRESSING BEHAVIOR CHALLENGES AMONG 3rd GRADERS.

Freire, P. (1989). Pedagogy of the oppressed. (M. B. Ramos, Trans.). New York: Continuum.

Greene, M. (1978). Towards wide-awakeness: An argument for the arts and humanities in education. In Landscapes of learning (pp. 161-167). New York: Teachers College Press.

Hew, K.F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, (55). 223-252.

Hood, M. (2014). Reading Is About More Than ‘Evidence’. Education Week. Retrieved from https://www.edweek.org/ew/articles/2014/10/01/06hood.h34.html

hooks, bell. (2003). Democratic education. In Teaching Community: A pedagogy of hope (pp. 41-49). New York: Routledge.

Jacobs, G. M., Renandya, W. A., & Power, M. (2016). Simple, powerful strategies for student centered learning. New York: Springer.

Kabat-Zinn, J. (1990). Full catastrophe living: The program of the stress reduction clinic at the University of Massachusetts Medical Center . New York, NY: Dell.

Krechevsky, M., Mardell, B., Filippini, D., & Tedeschi, M. (2016). Children are citizens: The everyday and the Razzle-Dazzle. Retrieved from http://www.pz.harvard.edu/sites/default/files/krechevsky%20mardell%20filippini%20tedeschi-Innov.23.4web.pdf

Ladson-Billings, G. (2014). Culturally Relevant Pedagogy 2.0: a.k.a. the Remix. Harvard Educational Review, 84(1), 74-84. doi:10.17763/haer.84.1.p2rj131485484751

Lawlor, Molly Stewart. (2016). Mindfulness and Social Emotional Learning (SEL): A Conceptual Framework In Kimberly A. Schonert-Reichl & Robert W. Roeser (Ed.), Handbook of Mindfulness in Education: Integrating Theory and Research into Practice, (pp. 65-82). New York, NY: Springer Verlag.

Lottman, Thomas, Zawaly, Sarah, and Niemic, Ryan. (2017). Well-Being and Well-Doing: Bringing Mindfulness and Character Strengths to the Early Childhood Classroom and Home In Proctor, Carmel (Ed.), Positive Psychology Interventions in Practice (pp. 83-105). Cham, Switzerland: Springer International.

Malin, Heather, Han, Hyemin, and Liauw, Indrawati. (2017). Civic Purpose in Late Adolescence: Factors That Prevent Decline in Civic Engagement After High School. Developmental Psychology, 53(7), 1384-1397.

Mathison, S., & Freeman, M. (1997). The logic of interdisciplinary studies. Paper presented at the American Educational Research Association.

Meiklejohn, J., Phillips, C., Freedman, M. L., Griffin, M. L., Biegel, G., Roach, A., ... & Isberg, R. (2012). Integrating mindfulness training into K-12 education: Fostering the resilience of teachers and students. Mindfulness, 3(4), 291-307.

Mendelson, T., Greenberg, M. T., Dariotis, J. K., Gould, L. F., Rhoades, B. L., & Leaf, P. J. (2010). Feasibility and Preliminary Outcomes of a School-Based Mindfulness Intervention for Urban Youth. Journal of Abnormal Child Psychology, 38(7), 985–994. Retrieved from https://doi-org.tc.idm.oclc.org/10.1007/s10802-010-9418-x

Metzger, Aaron, Syvertsen, Amy, Oosterhoff, Benjamin, Babskie, Elizabeth, Wray-Lake, Laura. (2016). How Children Understand Civic Actions: A Mixed Method Perspective. Journal of Adolescent Research, 31(5) 507-535.

Nieto, S. (2018). Language, Culture, and Teaching: Critical Perspectives (3rd ed.). New York: Routledge.

Oberle, E., Domitrovich, C. E., Meyers, C.D., & Weissberg, R.P. (2016). Establishing systemic social and emotional learning approaches in schools: a framework for schoolwide implementation. Cambridge Journal of Education, 46, 277-297. DOI: 10.1080/0305764X.2015.1125450

Popham, J. (2001). The truth about testing. Alexandria, VA: Association for Supervision and Curriculum Development.

Sawyer, R. K. (2014). Introduction. The Cambridge Handbook of the Learning Sciences, 1-18. doi:10.1017/cbo9781139519526.002

Schonert-Reichl, K. A., & Lawlor, M. S. (2010). The Effects of a Mindfulness-Based Education Program on Pre- and Early Adolescents’ Well-Being and Social and Emotional Competence. Mindfulness, 1(3), 137-151. doi:10.1007/s12671-010-0011-8

Second Step. (2011). Summative Knowledge Assessment. Retrieved December 1, 2018, from http://www.secondstep.org/portals/0/common-doc/k-5-summative-assessments.pdf

Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In K. Sawyer (Ed.), Cambridge Handbook of the Learning Sciences (pp.

97-118). New York: Cambridge University Press.

Sleeter, C. (2005). Un-standardizing curriculum: Multicultural teaching in the standards-based classroom (pp. 28-42). New York: TC Press.

Walker, A., Leary, H., & Hmelo-Silver, C. (Eds.). (2015). Essential readings in problem-based learning: exploring and extending the legacy of howard s. barrows. Retrieved from http://ebookcentral.proquest.com

Warschauer, M., & Matuchniak, T. (2010). New Technology and Digital Worlds: Analyzing Evidence of Equity in Access, Use, and Outcomes. Review of Research in Education, 34(1), 179–225. https://doi.org/10.3102/0091732X09349791

Wiggins G., and McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for the Supervision and Curriculum Development.

Valle, J. W. and Connor, D.J. (2011). Rethinking disability: A disability studies approach to inclusive practices. New York, NY: McGraw Hill.

©2018 Bhavi Doshi, Alice Kahng, Joan Calandria-Nelson and Paulo Ribeiro
Teachers College, Columbia University