Have ?you worked with EQ and SEL and early childhood education? Have you conducted research in SEL and early childhood? Have ?you worked on early childhood policy related to SEL??Here?s an opportunity to share your research or practice and ?publish in a prominent peer-reviewed journal on SEL and early childhood education!
Call for Papers
Special Issue: Social and Emotional Learning in Early Education
Early Education and Development
Guest Editors: Susan E. Rivers & Marc A. Brackett
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Background
The goal of this special issue is to explore more deeply the role of social and emotional learning (SEL) in the development of 3- to 6-year-olds and programming efforts in classroom settings. SEL involves the acquisition of knowledge and the development of skills related to self- and social awareness, responsible decision making, self-management, and relationship management (Elias et al., 1997; Zins, Bloodworth, Weissberg, & Walberg, 2004). Over the last two decades, numerous programs have been developed to promote SEL among children. SEL programs are designed to complement existing school curricula by teaching the social and emotional skills that contribute to better social and emotional adjustment and higher academic achievement. A recent meta-analysis of 207 studies examining the effects of SEL programs revealed that students enrolled in such programs perform significantly better in school and on standardized tests compared to non-participating students (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). This special issue will explore research, practice, and policy implications for SEL during the early childhood years.
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Suggested topics include:
? Examinations of links between SEL and social and emotional development, cognitive development, and outcomes such as school readiness, social competence, and health
? Unique challenges and strategies for quality implementation of SEL programs in early education
? Methods for assessing SEL in early childhood and testing short- and longer-term impacts of SEL programs delivered in early education
? Active ingredients of effective SEL programming in early education
? Best practices for SEL professional development for teachers
? Role of the family in promoting SEL
? State-wide initiatives for addressing SEL in young children
? Integration of SEL programming into existing early education curricula: Challenges and opportunities
? Teacher practices and characteristics that promote SEL in young children
? Role of teachers? emotional competence/emotional intelligence in promoting the social and emotional development of young children
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We invite both theoretical and empirical papers that draw on qualitative or quantitative data, as well as articles linking practice to policy.
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Submissions
Please submit a blinded manuscript at http://www.editorialmanager.com/eed/. In the cover letter please specify that your manuscript is being submitted for the Special Issue: Social and Emotional Learning in Early Education.
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Submissions will follow the journal?s regular blind review process. The guest editors and journal editor will make the final acceptance decisions. Manuscripts must strictly conform to the formatting and writing style requirements of the APA Publication Manual (6th edition). Accepted manuscripts that are not included in the special issue (due to space restrictions) will be published in a future issue of the journal.
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Inquiries regarding this special issue should be directed to Dr. Susan Rivers (susan.rivers@yale.edu <mailto:susan.rivers@yale.edu> ).
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Submission deadline: June 1, 2012. Publication of this special issue is scheduled for October 2013.
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Schedule
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June 1,2012 Deadline for submissions
September 1,2012 First reviews and comments to authors
December 1,2013 Revisions due and sent for second review if? ? necessary
March,2013 Revision comments to authors
July 1,2013 Final edits completed by authors
August 2013 Proofs
October 2013 Publication
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References
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students? social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432. doi: 10.1111/j.1467-8624.2010.01564.x
Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., . . . Shriver, T. P. (1997). Promoting social and emotional learning: Guidelines for educators. Alexandria, VA: Association for Supervision and Curriculum Development.
Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2004). The scientific base linking social and emotional learning to school success. In J. E. Zins, R. P. Weissberg, M. C. Wang & H. J. Walberg (Eds.), Building academic success on social and emotional learning: What does the research say? (pp. 3-22). New York: Teachers College Press.
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~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Susan E. Rivers, Ph.D.
Associate Director
Health, Emotion, and Behavior Laboratory
Department of Psychology
Yale University
PO Box 208205
New Haven, CT 06520-8205
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susan.rivers@yale.edu
research.yale.edu/heblab
fax: 203-432-2368
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