| |
|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910965986403321 |
|
|
Autore |
Novick Bernard <1933-> |
|
|
Titolo |
Building learning communities with character : how to integrate academic, social, and emotional learning / / Bernard Novick, Jeffrey S. Kress, Maurice J. Elias |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
Alexandria, Va., : Association for Supervision and Curriculum Development, c2002 |
|
|
|
|
|
|
|
|
|
ISBN |
|
9786610933099 |
9781416602637 |
1416602631 |
9781280933097 |
1280933097 |
9780871207524 |
0871207524 |
|
|
|
|
|
|
|
|
Edizione |
[1st ed.] |
|
|
|
|
|
Descrizione fisica |
|
|
|
|
|
|
Altri autori (Persone) |
|
KressJeffrey S |
EliasMaurice J |
|
|
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
Affective education |
Social learning |
Character - Study and teaching |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Nota di bibliografia |
|
Includes bibliographical references (p. 126-128) and index. |
|
|
|
|
|
|
Nota di contenuto |
|
An overview of themes in social-emotional learning and character education -- Readiness : assess your school's potential for change -- Recognize feelings : know when to start problem solving -- Identify problems : look at the current situation -- Set goals : focus the change efforts -- Generate options : think of many things to do -- Envision outcomes : consider all the consequences -- Choose carefully : select a goal-oriented or goal-driven solution -- Plan prescriptively : anticipate all details and roadblocks -- Learn constantly : obtain feedback and modify accordingly -- Look to the future : cultivate participation and leadership to build and sustain a caring community of learners. |
|
|
|
|
|
|
|
|
Sommario/riassunto |
|
This book on social-emotional learning presents a nine-step, problem-solving approach to creating a program that helps students learn life |
|
|
|
|
|
|
|
|
|
|
skills to successfully manage tasks, form relationships, solve everyday problems, and adapt to the demands of simply growing up. |
|
|
|
|
|
| |