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Table of Contents
1 COVER
5 PREFACE
9 SECTION I: EMERGENCE OF SOCIAL EMOTIONAL LEARNING (SEL) AS A WORLD PHENOMENON One DEFINING SOCIAL EMOTIONAL LEARNING (SEL) AND THE CRITICAL AREAS OF COMPETENCE DEFINING SEL THE NEED FOR A COMMON LANGUAGE, A COMMON PERSPECTIVE, AND A COMMON VISION APPLICATION OF THE THREE‐STEP PROCESS: A CASE EXAMPLE REFERENCES Two HISTORICAL INFLUENCES ON THE EMERGENCE OF SEL INTRODUCTION RECENT EVENTS HISTORICAL INFLUENCE REFERENCES Three EMOTIONAL INTELLIGENCE AND ITS ROLE IN SEL INTRODUCTION WHAT IS EMOTIONAL INTELLIGENCE? THE NEUROSCIENCE OF EMOTIONS THE ROLE OF EMOTIONS IN EDUCATION: IMPLICATIONS FOR SEL REFERENCES
10 SECTION II: SEL – THE MISSING LINK IN EDUCATION Four CURRENT CHALLENGES IN EDUCATION INTRODUCTION CURRENT ISSUES IN EDUCATION CONCLUSION REFERENCES Five EVIDENCED SUPPORT FOR SEL INTRODUCTION OUTCOME STUDIES THE ECONOMICS OF SEL THE LOGIC FOR SEL MOVING FORWARD CONCLUSION REFERENCES Six MAKING THE CASE FOR SEL INTRODUCTION CHALLENGES TO GAINING BUY‐IN THE ROLE OF LEADERSHIP AND GOVERNANCE LAYING THE FOUNDATION CONCLUSION REFERENCES
11 SECTION III: SEL AS A SUSTAINABLE FRAMEWORK FOR SUCCESS Seven GETTING STARTED: A MULTIPHASE APPROACH TO WHOLE‐SCHOOL IMPLEMENTATION OF SEL INTRODUCTION SYSTEM CHANGE PROCESS MULTIPHASE APPROACH TO SEL SUMMARY CONCLUSION TEST YOURSELF REFERENCES Eight TOOLS, TEMPLATES, AND CHECKLISTS INTRODUCTION SOCIAL EMOTIONAL LEARNING FOUNDATIONS INVENTORY (SELFI) SEL IMPLEMENTATION PLAN CONCLUSIONS TEST YOURSELF REFERENCES Nine ALIGNING SEL ASSESSMENT WITH INSTRUCTION AND CURRICULUM INTRODUCTION ISSUES WITH ASSESSING STUDENT SEL COMPETENCIES THE ASSESSMENT PROCESS Direct assessment examples Indirect assessment examples Instructions for Identifying Primary and Secondary Targets for Explicit Instruction ALIGNING SEL ASSESSMENT WITH INSTRUCTION AND THE SEL CURRICULUM Instructional practices Social teaching practices CONCLUSIONS TEST YOURSELF REFERENCES Ten SEL: A ROADMAP FOR A WORLD AT HOPE INTRODUCTION
