| Title: |
Key Features of High-Quality Policies and Guidelines to Support Social and Emotional Learning: Recommendations and Examples for the Collaborating States Initiative (CSI) |
| Language: |
English |
| Authors: |
Dusenbury, Linda; Yoder, Nick; Collaborative for Academic, Social, and Emotional Learning (CASEL); American Institutes for Research (AIR) |
| Source: |
Collaborative for Academic, Social, and Emotional Learning. 2017. |
| Availability: |
Collaborative for Academic, Social, and Emotional Learning. 815 West Van Buren Street Suite 210, Chicago, IL 60607. Tel: 312-784-3880; Fax: 312-784-3885; e-mail: info@casel.org; Web site: http://www.casel.org |
| Peer Reviewed: |
N |
| Page Count: |
6 |
| Publication Date: |
2017 |
| Document Type: |
Reports - Descriptive |
| Descriptors: |
Student Development; Social Development; Emotional Development; Guidelines; Educational Policy; Educational Quality; Culturally Relevant Education; Academic Standards; Educational Practices; Integrated Activities; Educational Technology |
| Abstract: |
The current document serves two purposes. First, it provides an overview of six key features of a high-quality, comprehensive package of policies and guidance to support student social and emotional learning (SEL). These features are based on Collaborative for Academic Social, and Emotional Learning's (CASEL's) review of the research literature on learning standards and SEL as summarized in Dusenbury et al. (2015). The six key features represent policies and guidance that are comprehensive and robust in that they are culturally and linguistically sensitive and developmentally appropriate, as well as connected to positive learning environments and professional development (Figure 1 gives an overview of the six key features). Second, this document provides examples from other states and districts that illustrate each of the key features of high-quality policies and guidance for SEL. |
| Abstractor: |
As Provided |
| Entry Date: |
2018 |
| Accession Number: |
ED581623 |
| Database: |
ERIC |