Author(s): Maurice Elias
Journal: International Journal of Emotional Education
ISSN 2073-7629
Volume: 2;
Issue: 1;
Start page: 17;
Date: 2010;
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Keywords: social and emotional learning | character education | programs | sustainability school
ABSTRACT
Social-emotional learning, character education, and related programs are being implemented in schools with increasing frequency and research supports their short-term effectiveness. However, there has been no empirical work to date that identifies the factors important for the long-term sustainability of programs established as excellent models of implementation. Using a series of case studies of evidence-based social-emotional learning programs implemented successfully for at least five years, this study articulates principles that characterize programs that were found to be well-sustained over time. These principles have implications for practice and serve as starting points for future research.
Journal: International Journal of Emotional Education
ISSN 2073-7629
Volume: 2;
Issue: 1;
Start page: 17;
Date: 2010;
VIEW PDF
DOWNLOAD PDF Original pageKeywords: social and emotional learning | character education | programs | sustainability school
ABSTRACT
Social-emotional learning, character education, and related programs are being implemented in schools with increasing frequency and research supports their short-term effectiveness. However, there has been no empirical work to date that identifies the factors important for the long-term sustainability of programs established as excellent models of implementation. Using a series of case studies of evidence-based social-emotional learning programs implemented successfully for at least five years, this study articulates principles that characterize programs that were found to be well-sustained over time. These principles have implications for practice and serve as starting points for future research.
