Handbook of Prosocial Education
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Handbook of Prosocial Education is the definitive theoretical, practical, and policy guide to the prosocial side of education, the necessary second side of the educational coin. Academic teaching and learning are the first side of education; however, academic success depends upon the structures and support of prosocial educational efforts from promoting positive school climate to fostering student and teacher development to civic literacy and responsible and critical citizenship participation. The Handbook of Prosocial Education chapters, written by highly-respected researchers and outstanding…mehr

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Produktbeschreibung
Handbook of Prosocial Education is the definitive theoretical, practical, and policy guide to the prosocial side of education, the necessary second side of the educational coin. Academic teaching and learning are the first side of education; however, academic success depends upon the structures and support of prosocial educational efforts from promoting positive school climate to fostering student and teacher development to civic literacy and responsible and critical citizenship participation. The Handbook of Prosocial Education chapters, written by highly-respected researchers and outstanding educators, represent the wide range of research-based prosocial interventions from pre-school through high school. The chapters explore and explain how prosocial education helps teachers create effective classroom learning environments to support the development of the whole student, principals encourage positive school climate, and superintendents work to improve the health and well-being of their systems. As readers will learn, when done well, prosocial education develops the capacities and competencies of students, teachers, and school administrators that lead to a more autonomous, positive self-concept, greater sense of purpose, more socially responsible behaviors, and increased connections between families, schools, and communities. This book pulls together in one place for the first time the various threads that create the prosocial education tapestry, making a compelling case for the necessity of changing national educational policy that continues to be ever-more oriented to only the academic side of the educational coin, thus jeopardizing the foundational and historic purpose of educating our children for their full human development and participation in our democracy.
Autorenporträt
List of Contributors: Wolfgang Althof, Karen Mariska Atkinson, Maya Falcon Aviles, Nick Axford, Betty Bardige, Joyce A. Barnes, Dennis J. Barr, Anna Bateman, Jim Bentley, Marvin W. Berkowitz, Sheldon H. Berman, Melinda C. Bier, Elena Bodrova, Satpal Boyes, Margaret Stimmann Branson, Trish Broderick, Fay E. Brown, Philip M. Brown, Vanessa Camilleri, Florence Chang, Jonathan Cohen, James P. Comer, Maureen Connolly, Michael W. Corrigan, E. Janet Czarnecki, Lisa De Bellis, Ms. Teresita Saracho de Palma, Joyce A. DeVoss, Maurice J. Elias, Connie Flanagan, Brian Flay, Erin Gallay, Karen Geller, Larissa K. Giordano, Colette Gosselin, Maughn Gregory, Michelle E. Grimley, Doug Grove, Scott Hall, Heidi L. Hallman, Deborah Hecht, Ann Higgins-D¿Alessandro, Jennie Hine, Cheryl Hopkins, Anne-Marie Hoxie, Jill L. Jacobi-Vessels, Patricia A. Jennings, Amy Johnston, Bridget Kerrigan, Yael Kidron, Denise C. Koebcke, Tony Lacey, Jennifer Lane, Ann Larson, Minna Lehtonen, Ricardo Lopez, Vonda Martin, Jennifer McElgunn, Tinia R. Merriweather, Johncarlos M. Miller, Laura C. Morana, Jacqueline A. Norris, Judith Nuss, Mary Utne O¿Brien, Monique Tjan Ohashi, David Osher, Kristen Pelster, Laura J. Pinger, Ann Marie R. Power, F. Clark Power, Joan Reubens, Howard Rodstein, Robert W. Roeser, Judy Rosen, Kimberly A. Schonert-Reichl, Alesha D. Seroczynski, Christine Sherretz, Chris Smith, Frank J. Snyder, Susan Stillman, Betty W. Straub, Michael Swartz, Sandy Swartz, Janet E. Th ompson, Ross A. Thompson, Janet Urbanski, Dorothy J. Veith, Philip Vincent, Becky Wilson, Abby C. Winer, Jose C. Zamora About the Authors: Philip M. Brown is former director of the Center for Social and Character Development and fellow at the Center for Applied Psychology at Rutgers University. He also serves as senior consultant for the National School Climate Center. Michael W. Corrigan is associate professor of educational psychology, human development, and research methods at Marshall University, where he also serves as director of research for the College of Educations. Ann Higgins-D¿Alessandro is professor of psychology and former director of the Applied Developmental Psychology Graduate Program at Fordham University. She also serves as director of Development for the international Association for Moral Education.