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Teaching the Whole Child - Center on Great Teachers & …

Research-to-Practice BriefJANUARY 2014 Teaching the Whole ChildInstructional practices That Support Social-Emotional Learning in Three Teacher Evaluation FrameworksCenter on Great Teachers & LEADERS at American Institutes for Research ACKNOWLEDGMENTSThe author would like to thank Angela Minnici, Jenny Scala, Ellen Cushing, and Catherine Jacques for their input on drafting the brief, as well as their review and revisions. The author would also like to thank the following for their helpful reviews of the manuscript: David Osher, Tori Cirks, Greta Colombi, Jenni Fetters, Joyce Harris, Kathryn Broullire, and Vickie BriefTeaching the Whole ChildInstructional practices That Support Social-Emotional Learning in Three Teacher Evaluation FrameworksRevised Edition JANUARY 2014 Nicholas Yoder, 1 Introduction 2 Understanding Social-Emotional Learning 2 What Is Social-Emotional Learning?

Teaching the Whole Child Instructional Practices That Support SEL in Three Teacher Evaluation Frameworks 2 To aid this critical work, this Research-to-Practice Brief aims to do the following: 1. Identify the teaching practices that promote student social-emotional learning, which in turn are critical for student academic learning. 2.

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