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The Experts below are selected from a list of 467586 Experts worldwide ranked by ideXlab platform

Maurice J Elias - One of the best experts on this subject based on the ideXlab platform.

  • social emotional and character development and Academics as a dual focus of educational policy
    Educational Policy, 2009
    Co-Authors: Maurice J Elias
    Abstract:

    There is a missing piece to America’s education agenda, and children will continue to be left behind until that piece is addressed. Furthermore, children are not being systematically prepared for their complex roles as citizens in our democracy. A growing body of evidence from research and practice suggests reconceptualizing education as an integration of social-emotional and character development (SECD) and Academic Learning. This article reviews skills children need for effective social and Academic participation, characteristics of schools that effectively integrate these forms of Learning, and key reasons to adopt this integration. It concludes with examples of, and suggestions for, bringing SECD to prominence in educational policy making.

  • enhancing school based prevention and youth development through coordinated social emotional and Academic Learning
    American Psychologist, 2003
    Co-Authors: Mark T Greenberg, Roger P Weissberg, Mary Utne Obrien, Joseph E Zins, Linda Fredericks, Hank Resnik, Maurice J Elias
    Abstract:

    A comprehensive mission for schools is to educate students to be knowledgeable, responsible, socially skilled, healthy, caring, and contributing citizens. This mission is supported by the growing number of school-based prevention and youth development programs. Yet, the current impact of these programs is limited because of insufficient coordination with other components of school operations and inattention to implementation and evaluation factors necessary for strong program impact and sustainability. Widespread implementation of beneficial prevention programming requires further development of research-based, comprehensive school reform models that improve social, health, and Academic outcomes; educational policies that demand accountability for fostering children's full development; professional development that prepares and supports educators to implement programs effectively; and systematic monitoring and evaluation to guide school improvement.

Allan Parsons - One of the best experts on this subject based on the ideXlab platform.

  • Academic liaison librarianship curatorial pedagogy or pedagogical curation
    Ariadne, 2010
    Co-Authors: Allan Parsons
    Abstract:

    In the 1990s and early 2000s, the liaison model in Academic librarianship developed around three roles: reference services, instructional services and collection development, with collection management being the core around which the other two roles are organised. This liaison model of Academic librarianship is closely tied to the model of the Academic library as the gateway to the collection and hence to the knowledge encoded within it. However, these explicit functional roles (reference, instruction, collection) mask a communicational role which is likely to be of far greater importance going forward: relationship building. The building of relationships is the nexus or linking principle of an engagement model. The engagement model enables an emerging field of practice to be recognised, whereby those engaged in liaison may develop their roles through an ever-deepening engagement with Learning practices at several levels: the development of Academic Learning, teaching and research; organisational Learning and organisational development; and institutional Learning and institutional development. The practical implications of an engagement model for higher education institutions are explored, from the perspective of the University of Westminster.

  • Academic liaison librarianship curatorial pedagogy or pedagogical curation
    Social Science Research Network, 2010
    Co-Authors: Allan Parsons
    Abstract:

    In the 1990s and early 2000s, the liaison model in Academic librarianship has developed around three roles: reference services, instructional services and collection development, collection development being the core around which the other two roles are organised. This liaison model of Academic librarianship is closely tied to the model of the Academic library as the gateway to the collection and hence to the knowledge encoded within it. However, these explicit functional roles (reference, instruction, collection) mask a communicational role which is likely to be of far greater importance going forward: relationship building. The building of relationships is the nexus or linking principle of an engagement model. The engagement model enables an emerging field of practice to be recognised, whereby those engaged in liaison may develop their roles through an ever-deepening engagement with Learning practices at several levels: Academic Learning, teaching and research; professional Learning and development; organisational Learning and organisational development; and institutional Learning and institutional development. The practical implications of an engagement model for higher education institutions are explored, from the perspective of the University of Westminster.

John J Daniels - One of the best experts on this subject based on the ideXlab platform.

  • service Learning in nursing education its impact on leadership and social justice
    Nursing education perspectives, 2011
    Co-Authors: Carla J Groh, Lynda G Stallwood, John J Daniels
    Abstract:

    Abstract Although studies suggest that service-Learning is positive for students, findings reported are primarily qualitative. A convenience sample of 306 senior-level nursing students completed the Service-Learning Self-Evaluation Tool (SLSET) pre- and post-service-Learning experience over a six-year span. The constructs measured were leadership skills and social justice. Paired t-tests were calculated. Statistically significant differences were noted between pre- and post-service-Learning experience, with students rating themselves higher on leadership and social justice items after the experience. Cronbach's alpha for leadership and social justice were greater than 0.80. Service-Learning as an educational methodology that combines community service with Academic Learning objectives is a viable strategy for facilitating leadership skills and increased awareness of social justice issues in nursing students.

Sherry Bassi - One of the best experts on this subject based on the ideXlab platform.

  • undergraduate nursing students perceptions of service Learning through a school based community project
    Nursing education perspectives, 2011
    Co-Authors: Sherry Bassi
    Abstract:

    Abstract Service-Learning (SL) is an experiential teaching method that combines instruction with community service, with the aim of enriching students' Academic Learning, interpersonal skills and sense of responsibility while making meaningful contributions to the community. However, measuring outcomes of service-Learning projects is difficult. This article reports on the perceptions of 18 third-year undergraduate nursing students who took part in a pilot service-Learning project targeting tobacco use in a local elementary school. Faculty members evaluated the program's outcomes by engaging students in structured reflection on the program about its relevance to their future careers as practicing professionals, especially in community-based settings. The students' perceptions were elicited through three sets of reflective assignments following the project. Findings from the reflective assignments suggest that the pilot program was successful in enhancing the students' Academic, social, and personal develop...

Neha Sahu - One of the best experts on this subject based on the ideXlab platform.

  • children s agreement on classroom social networks cross level predictors in urban elementary schools
    Merrill-palmer Quarterly, 2012
    Co-Authors: Elise Cappella, Jennifer Watling Neal, Neha Sahu
    Abstract:

    Informed by research on interpersonal perception, peer relationships, and classroom climate, this study examines predictors of children’s agreement with classmates on their classroom social networks. Social network data, peer nominations of positive behavior, and classroom observations were collected from 418 second-grade to fourth-grade children (99% African American) and 33 teachers and classrooms in low-income, urban schools. Children’s perceptions of their classroom social networks varied from minimal overlap to complete congruence with the consensus of their peers. Multilevel modeling with hypothesized predictors indicated that agreement on social relationships was predicted by factors at the level of the individual child (network centrality) and classroom context (grade level, class size, network density, teacher network perception, emotional climate). Findings are discussed in terms of advances in understanding of children’s interpersonal perception, as well as implications of network agreement for children’s ability to navigate the classroom social and Academic Learning context.