New Developments
Call for Submissions - Voice of Teachers journal special edition on Peace Education
Posted by CR Ed on Dec 08, 10
Dear Colleagues,
You are invited to submit your research paper for possible inclusion in a special issue of the Voice of Teachers journal devoted to Peace Education. Peace education is the practice of teaching the knowledge, values, and skills necessary to promote peace at all levels, and we invite your submissions on any theme related to this topic.
The Voice of Teachers is an online, peer-reviewed journal designed to strengthen the fundamental connection between grassroots teacher professional development, world-class research, and big ideas. Overseen by a guest editor and a diverse group of peers, each issue addresses a theme of pressing importance to teachers. The Peace Education issue of the Voice of Teachers will be guest-edited by Toh Swee-Hin, a distinguished professor at the UN-mandated University for Peace in Costa Rica and UNESCO Peace Education Prize laureate (2000).
In keeping with the key peace education principles of embracing inclusivity, diversity and creativity, we encourage a wide variety of submissions from a wide variety of peace education practitioners, educators, writers, theorists, and researchers. Possible contributions include scholarly research and reports, professional development materials, lesson plans, personal reflections and narratives, creative writing, multimedia resources, book reviews, and visual art. Please keep in mind that your work will be reviewed using the scholarly peer review process.
If you are interested in submitting your work for possible inclusion in this upcoming issue of the Voice of Teachers, please use the following online form. The deadline to submit your work is January 31st, 2011. Please ensure that your submission does not include your name or professional affiliation.
If you have any questions, please do not hesitate to contact me. We are looking forward to receiving your submissions.
Sincerely,
Konrad Glogowski
Director of Programs
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2008 Meta-Analysis of SEL Programs
Posted by CR Ed on Nov 06, 08
Some of the most compelling information supporting Social Emotional Learning (SEL) comes from findings of the largest, most scientifically rigorous review of research ever done on interventions that promote children’s social and emotional development. This review of more than 700 studies published through 2007 included school, family, and community interventions designed to promote social and emotional skills in children and adolescents between the ages of 5 and 18. This large sample of studies was divided into three main areas: studies about (a) school-based interventions, (b) after-school programs, and (c) programs for families. Results of the school-based research, which included 207 studies of programs involving 288,000 students, is of key relevance here.
In this meta-analysis (study of studies), researchers used statistical techniques to summarize the findings across all the studies and found a broad range of benefits for students:
9% decrease in conduct problems, such as classroom misbehavior and aggression
10% decrease in emotional distress, such as anxiety and depression
9% improvement in attitudes about self, others, and school
23% improvement in social and emotional skills
11% improvement in achievement test scores
More information on the research results is available in a CASEL briefing paper and as an archived teleconference.
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