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Educating the Whole Child: Academic, Social, and Emotional Learning

Educating the Whole Child: Academic, Social, and Emotional Learning

Denise Hexom, Shaila Mulholland
Copyright: © 2017 |Pages: 16
ISBN13: 9781522517535|ISBN10: 1522517537|EISBN13: 9781522517542
DOI: 10.4018/978-1-5225-1753-5.ch012
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MLA

Hexom, Denise, and Shaila Mulholland. "Educating the Whole Child: Academic, Social, and Emotional Learning." Preparing Pre-Service Teachers for the Inclusive Classroom, edited by Patricia Dickenson, et al., IGI Global, 2017, pp. 232-247. https://doi.org/10.4018/978-1-5225-1753-5.ch012

APA

Hexom, D. & Mulholland, S. (2017). Educating the Whole Child: Academic, Social, and Emotional Learning. In P. Dickenson, P. Keough, & J. Courduff (Eds.), Preparing Pre-Service Teachers for the Inclusive Classroom (pp. 232-247). IGI Global. https://doi.org/10.4018/978-1-5225-1753-5.ch012

Chicago

Hexom, Denise, and Shaila Mulholland. "Educating the Whole Child: Academic, Social, and Emotional Learning." In Preparing Pre-Service Teachers for the Inclusive Classroom, edited by Patricia Dickenson, Penelope Keough, and Jennifer Courduff, 232-247. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1753-5.ch012

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Abstract

There is increasing consensus that schools have an important role to play in raising healthy children through teaching and learning of social and emotional skills. The purpose of this chapter is to provide insight for preservice teachers on social emotional learning (SEL): the definition of SEL, research on SEL, effective SEL programs, suggested strategies new teachers can include in their classrooms, and implications for schools of education and professional development. The authors conclude the chapter by discussing five key factors in the development and implementation of SEL initiatives in the setting.

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