How Social and Emotional Development Add Up: Getting Results in Math and Science Education (Social Emotional Learning, 4)

Contents......Page 8
Foreword......Page 10
REFERENCES......Page 12
Preface......Page 14
Acknowledgments......Page 16
INTRODUCTION: Social and Emotional Development in Relation to Math and Science Learning—An Introduction to the Argument......Page 18
REFERENCE......Page 25
CHAPTER 1: Youth Development and Student Learning in Math and Science......Page 26
STUDENTS’ LEARNING IN MATH AND SCIENCE IS RELATED TO THEIR SOCIAL AND EMOTIONAL LEARNING......Page 28
THE RELATIONSHIP BETWEEN LEARNING AND DEVELOPMENT: DEVELOPMENTAL EXPERIENCES......Page 31
TURNING THE SCHOOL SCHEDULE INTO A TOOL TO SPARK DEVELOPMENTAL EXPERIENCES: THE BALANCED CURRICULUM PROCESS......Page 35
KNOWLEDGE OF YOUTH DEVELOPMENT PROMOTES SUSTAINED COMMITMENT......Page 37
WHERE TO START: A UNIVERSITY–SCHOOL DISTRICT PARTNERSHIP......Page 41
FUTURE ORIENTATION: THE MOST IMPORTANT PREDICTOR OF ACADEMIC AND PROFESSIONAL COMPETENCIES......Page 44
ENHANCING SUCCESS IN THE CHARACTERISTICS THAT CORRELATE WITH PROBLEM SOLVING IN MATH AND SCIENCE......Page 45
POSTSCRIPT......Page 46
APPENDIX: RESEARCH DESIGN AND RESULTS......Page 47
REFERENCES......Page 51
ADDITIONAL READINGS......Page 52
CHAPTER 2: Connecting with Students on a Social and Emotional Level Through In-Depth Discussions of Mathematics......Page 53
MAKING MATHEMATICS RELEVANT......Page 55
HOW WE SELECTED THE TEACHERS FOR THE STUDY......Page 56
WAYS TO MAKE MATHEMATICS RELEVANT......Page 57
EMPHASIZING CONCEPT-ORIENTED MATHEMATICAL KNOWLEDGE......Page 61
BUILDING SCHOOL DISTRICTS’ CAPACITY TO SUSTAIN INTENSIVE PROFESSIONAL DEVELOPMENT......Page 75
CONCLUSION......Page 78
REFERENCES......Page 79
ADDITIONAL READINGS......Page 81
CHAPTER 3: Mathematics and Science Readiness and Policy......Page 82
USING SOCIAL AND EMOTIONAL DEVELOPMENT TO PROPEL LEARNING IN MATHEMATICS AND SCIENCE......Page 83
THE CASE OF ONE URBAN SCHOOL DISTRICT’S MATHEMATICS SCORES......Page 85
REFORMS INSTITUTED TO IMPROVE MATHEMATICS IN THIS URBAN DISTRICT......Page 87
IMPORTANCE OF TEACHER COMPETENCY IN STUDENT LEARNING......Page 89
A RECIPE FOR SUCCESS......Page 90
REFERENCES......Page 91
CHAPTER 4: Developmental Pathways to Mathematics Achievement......Page 93
THE SCHOOL DEVELOPMENT PROGRAM AND THE DEVELOPMENTAL PATHWAYS......Page 94
WHAT WE HAVE LEARNED ABOUT ENHANCING THE MATHEMATICS LEARNING OF ALL STUDENTS......Page 96
COLLABORATING WITH PARENTS......Page 99
ACTIVITIES TO SUPPORT STUDENTS’ MATHEMATICS LEARNING......Page 100
REFERENCES......Page 104
CHAPTER 5: Success for Minority Students in Mathematics and Science: Prerequisites for Excellence and Equity......Page 106
STRATEGIES THAT WORK......Page 107
PREREQUISITES FOR EXCELLENCE AND EQUITY......Page 110
EXCELLENCE IN, EXCELLENCE OUT......Page 115
CONCLUSIONS AND RECOMMENDATIONS......Page 116
REFERENCES......Page 118
CHAPTER 6: Nurturing Mathematics Learning in the Classroom......Page 120
UNDERLYING CONVICTIONS FOR NURTURING MATHEMATICS LEARNING......Page 121
PERSONALIZED MATHEMATICS LESSONS......Page 123
RELATIONSHIPS ARE KEY IN MATHEMATICS, BOTH COGNITIVELY AND SOCIALLY......Page 125
SOCIAL AND EMOTIONAL LEARNING IN MATHEMATICS LESSONS......Page 126
SOCIAL/EMOTIONAL EFFECTS WHEN PERSONAL EXAMPLES ARE INCLUDED......Page 127
CONDUCTING RESEARCH ON THE USE OF PERSONAL EXAMPLES IN MATHEMATICS CLASSES......Page 128
HOW TEACHERS INCLUDED PERSONAL EXPERIENCES IN MATHEMATICS......Page 129
HOW TEACHERS CHANGED......Page 132
IMPLICATIONS FOR TEACHER EDUCATION......Page 133
NOTES......Page 135
REFERENCES......Page 136
CHAPTER 7: Excellence and Equity: A Regional Consortium for Reforming Science Education......Page 137
A CRISIS OF TIME AND VISION......Page 139
A VISION OF EXCELLENCE AND EQUITY......Page 141
MOVING FROM THEORY TO PRACTICE: A MODEL FOR SYSTEMIC, STANDARDS-ALIGNED REFORM IN INQUIRY-CENTERED SCIENCE EDUCATION Promising efforts at Standards-based reform are underway in various parts......Page 143
PROMISE FOR THE FUTURE: CHALLENGES YET TO COME......Page 149
FORGING A NATIONAL CONSENSUS......Page 151
NOTES......Page 152
REFERENCES......Page 153
CHAPTER 8: Stretching Students’ Future Orientation......Page 154
HELPING STUDENTS TO ACCOMPLISH GOALS......Page 157
GOAL SETTING AS THE HIGH ROAD OVER “THE HOLE”......Page 164
THE VALUE OF ADVOCATES......Page 165
REAPING THE REWARDS OF PERSEVERING......Page 167
WHAT WE LEARNED......Page 170
REFERENCES......Page 172
CHAPTER 9: A Corporate Partner in the Science Classroom......Page 173
THE PROCESS OF PARTNERING......Page 174
RESOURCES......Page 181
REFLECTIONS ON STUDENT DEVELOPMENT......Page 183
REFERENCE......Page 184
CONCLUSION: Integrating Social and Emotional Development with Math and Science Learning on Every Possible Level......Page 185
WHAT ARE THE BEST MODELS FOR PARTNERSHIPS THAT FOSTER LEARNING AND DEVELOPMENT?......Page 186
ENHANCING THE MOST ESSENTIAL PARTNERSHIPS: THE RELATIONSHIPS BETWEEN TEACHERS AND STUDENTS......Page 187
CONCLUDING THOUGHT: BEING WITH EXCELLENT TEACHERS AND BEING AN EXCELLENT TEACHER ARE HIGHLY EMOTIONAL SOCIAL EXPERIENCES IN MATH AND SCIENCE......Page 192
REFERENCES......Page 193
About the Editors and the Contributors......Page 196
B......Page 200
C......Page 201
E......Page 202
H......Page 203
M......Page 204
P......Page 205
R......Page 206
S......Page 207
T......Page 208
Z......Page 209