MARC details
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| fixed length control field |
03601cam a2200373 a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
CUTN |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20190824171547.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
120816s2013 cau b 001 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9781446256954 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
1446256952 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9781446256961 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
1446256960 |
| 041 ## - LANGUAGE CODE |
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| Language |
English |
| 042 ## - AUTHENTICATION CODE |
|---|
| Authentication code |
lccopycat |
| 082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER |
|---|
| Classification number |
370.153 |
| Edition number |
23 |
| Item number |
HUM |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Humphrey, Neil |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Social and emotional learning : |
| Remainder of title |
a critical appraisal / |
| Statement of responsibility, etc |
Neil Humphrey. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
|---|
| Place of publication, distribution, etc |
Los Angeles |
| Name of publisher, distributor, etc |
SAGE, |
| Date of publication, distribution, etc |
2013. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xv, 167 pages ; |
| Dimensions |
25 cm |
| 505 00 - FORMATTED CONTENTS NOTE |
|---|
| Title |
Introduction |
| -- |
Overview |
| -- |
Rationale for the text |
| -- |
What is SEL? |
| -- |
A taxonomy of SEL |
| -- |
Why has SEL become so popular? |
| -- |
What can research tell us about SEL? |
| -- |
The importance of implementation |
| -- |
The structure of this book |
| -- |
Notes on voice, terminology and textual features |
| -- |
Further reading |
| -- |
Overview |
| -- |
The prevailing definition of SEL |
| -- |
The universalist approach (and its potential problems) |
| -- |
What is the nature of the skills imparted through SEL? |
| -- |
The broader discourse -- diversity or dilution? |
| -- |
Mapping SEL and associated concepts |
| -- |
The backbone of SEL |
| -- |
Mental health and well-being |
| -- |
How does SEL work? An analysis of the logic model |
| -- |
Direct links between SEL and school outcomes |
| -- |
Indirect links between SEL and school outcomes |
| -- |
Further reading |
| -- |
Overview |
| -- |
The historical roots of SEL |
| -- |
Progressive education |
| -- |
The interplay between emotions and reason |
| -- |
The influence of social, emotional and multiple intelligences |
| -- |
The self-esteem movement |
| -- |
A youth in crisis |
| -- |
Evidence for hope rather than despair |
| -- |
Risk, protection and resilience |
| -- |
The field of school-based prevention |
| -- |
The political and financial drivers of SEL |
| -- |
Further reading |
| -- |
Overview |
| -- |
The United States |
| -- |
England |
| -- |
Northern Ireland |
| -- |
Australia |
| -- |
Sweden |
| -- |
Singapore |
| -- |
Convergences and divergences in SEL across the world -- an analysis |
| -- |
Further reading |
| -- |
Overview |
| -- |
The importance of assessment |
| -- |
Key issues in assessing SEL |
| -- |
A selected anthology of measures of social and emotional competence in children and young people |
| -- |
Beyond social and emotional competence -- what else should be assessed? |
| -- |
Further reading |
| -- |
Overview |
| -- |
Implementation matters |
| -- |
Elements of implementation |
| -- |
Factors affecting implementation |
| -- |
Bringing it all together -- the implementation quality framework |
| -- |
Further reading |
| -- |
Overview |
| -- |
What does the research tell us about the impact of SEL on outcomes for children and young people? |
| -- |
Key issues in interpreting SEL outcome research |
| -- |
Interpreting SEL evaluation studies with null results: a framework |
| -- |
Further reading |
| -- |
Overview |
| -- |
Examining the orthodoxy of SEL |
| -- |
Future directions |
| -- |
Final thoughts |
| -- |
Further reading. |
| 520 8# - SUMMARY, ETC. |
|---|
| Summary, etc |
Social and emotional learning is a dominant orthodoxy in education systems around the world. This book provides the first in-depth, authoritative and balanced examination of the critical issues pervading the field. Each substantive aspect of SEL is examined through a critical lens, thanks to an extensive and thorough review of the international research literature. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Affective education. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Social learning. |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Affective education. |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Social learning. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
Dewey Decimal Classification |
| Koha item type |
General Books |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Titles and other words associated with a name |
(Professor of educational psychology) |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc |
Includes bibliographical references (pages 147-163) and index. |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Source of heading or term |
fast |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Source of heading or term |
fast |
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7 |
| b |
cbc |
| c |
copycat |
| d |
2 |
| e |
ncip |
| f |
20 |
| g |
y-gencatlg |
