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Building Academic Success on Social and Emotional Learning; What Does the Research Say?


reviewed by Jeanne Galbraith ó 2005

coverTitle: Building Academic Success on Social and Emotional Learning; What Does the Research Say?
Author(s): Joseph E. Zins, Roger P. Weissberg, Margaret C. Wang, and Herbert J. Walberg (Editors)
Publisher: Teachers College Press, New York
ISBN: 0807744395, Pages: 244, Year: 2004
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“Groundbreaking” is the term used by Daniel Goleman, author of Emotional Intelligence (1997), to describe Building Academic Success on Social and Emotional Learning, and I have to agree. In the wake of the passage of the No Child Left Behind Act and its requirement for “scientifically based research,” this compilation of research on social, emotional, and academic learning is especially timely, because it provides sound evidence of the benefits of integrating social and emotional learning into the curriculum. In general, schools tend to emphasize academic or cognitive readiness as isolated from other areas of development, including social and emotional. The research within this book counters this tendency, as the overall book emphasizes “a growing body of scientifically based research supporting the strong impact that enhanced social and emotional behaviors can have on success in school and ultimately in life” (p. 19). The book is divided into three parts.... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 107 Number 7, 2005, p. 1540-1544
http://www.tcrecord.org ID Number: 11415, Date Accessed: 12/13/2017 4:14:13 AM

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About the Author
  • Jeanne Galbraith
    The Ohio State University
    E-mail Author
    JEANNE GALBRAITH is a doctoral candidate in the School of Teaching and Learning at The Ohio State University. Her research interests include child development, particularly, social and emotional development, play, and issues of diversity and equity. Currently, she is a graduate teaching associate working with preservice Masters of Education students in the early childhood program at OSU. She is also working on her dissertation, an ethnographic study of superhero play in an early childhood classroom. She received her M.A. degree in Early Childhood Special Education from Teachers College, Columbia University and taught as a special education teacher, working primarily with children and adolescents with emotional and behavioral challenges.
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