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Prevention Science

Erschienen in:

01.11.2015

Readiness to Implement School-Based Social-Emotional Learning Interventions: Using Research on Factors Related to Implementation to Maximize Quality

verfasst von: Shannon B. Wanless, Celene E. Domitrovich

Erschienen in: Prevention Science | Ausgabe 8/2015

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In the past several years, interest in social and emotional learning (SEL) has grown significantly. What was once a specialized domain of educational research and practice is now a significant movement with greater numbers of practitioners, policy-makers, and researchers recognizing the importance of social and emotional competence for students’ success in school and life (Durlak et al. 2015). SEL involves fostering social and emotional competencies in children through various strategies including direct instruction and student-centered practices that create engaging learning environments nurturing students’ development of analytical, communication, and collaboration skills (CASEL 2013; Jones and Bouffard 2012). …

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Titel: Readiness to Implement School-Based Social-Emotional Learning Interventions: Using Research on Factors Related to Implementation to Maximize Quality
verfasst von: Shannon B. Wanless
Celene E. Domitrovich
Publikationsdatum: 01.11.2015
Verlag: Springer US
Erschienen in: Prevention Science / Ausgabe 8/2015
Print ISSN: 1389-4986
Elektronische ISSN: 1573-6695
DOI: https://doi.org/10.1007/s11121-015-0612-5

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Erratum to: Engagement in Training as a Mechanism to Understanding Fidelity of Implementation of the Responsive Classroom Approach

Engagement in Training as a Mechanism to Understanding Fidelity of Implementation of the Responsive Classroom Approach