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*035  $a(OCoLC)1273727646
*037  $a9781003093053$bTaylor & Francis
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*08204$a370.15/34$223
*100  $aTalvio, Markus,
*24500$aInternational approaches to promoting social and emotional learning in schools :$ba framework for developing teaching strategy /$cedited by Markus Talvio, Kirsti Lonka.
*250  $aFirst edition.
*260  $aAbingdon, Oxon.$bRoutledge, Taylor & Francis Group,$c2022
*264 1$aAbingdon, Oxon ;$aNew York, NY :$bRoutledge,$c2022.
*264 4$c©2022
*300  $axvii, 244 pages$billustrations (black and white)
*336  $atext$btxt$2rdacontent
*337  $acomputer$bc$2rdamedia
*338  $aonline resource$bcr$2rdacarrier
*500  $aKasvatustieteellinen tdk: perusopinnot
*50500$tForeword /$rNeil Humphrey --$tIntroduction /$rMarkus Talvio, Kirsti Lonka --$tImplementation process of social and emotional learning in the school context --$tEmbracing 'the stranger' in us: Heterogeneity and ambivalent ways of being in classrooms /$rAnna. P. Rainio, Kaisu Mälkki, Marita Mäkinen --$tPractitioner adaptations of a social-emotional learning curriculum in international contexts /$rMatthew Kiefer, Kimberly Haynes, Kimberly Kasper, Ariel Dickson --$tExamining the Effective Implementation of Social and Emotional Learning Programme in Elementary Schools in South Eastern Europe /$rMilos Stojanovic, Wadih Maalouf, Ziad El-Khatib --$tFindings of the implementation and evaluation of a School-Based Prevention Intervention of the Universal Prevention Curricula (UPC) for substance use prevention, based on social and emotional learning approach, in Peru /$rFernando Salazar, Inés V. Bustamante --$tSocial and emotional learning and personal and professional development --$tSocial and emotional learning as part of the professional development in initial teacher education /$rMarlies Matischek-Jauk, Hannelore Reicher --$tTeacher ́s well-being, social and emotional competences and reflective teaching - A teachers ́ continuous training model for professional development and well-being /$rMarco Ferreira --$tThe art-therapy collage technique as a tool for teachers' professional reflection /$rJana Kouřilová, Yvona Mazehóová. Luboš Krninský --$tSocial Emotional Learning: a key component of the International Standards on Drug Use Prevention and Sustainable Development /$rWadih Maalouf, Hanna Heikkila, Milos Stojanovic, Elizabeth Mattfeld, Giovanna Campello --$tPerspectives on social and emotional learning in teacher education --$tSignificant in life: Core learning outcomes of a social and emotional course in physical education teacher education /$rTommi Mäkinen, Emma Kostiainen, Ulla Klemola --$tFostering the development of social and emotional competencies through expressive production /$rAlena Nohavová, Yvona Mazehóová, IvaStuchlíková --$tThe challenge of sustained behavioral change - The development of teachers social and emotional learning (SEL) during and after a Lions Quest workshop /$rMarkus Talvio, Lauri Hietajärvi, Taru Lintunen --$tEpilogue /$rKirsti Lonka, Markus Talvio
*520  $aThis book explores the importance of social and emotional learning (SEL) in schools to foster supportive environments and good relationships. It presents research from nine different countries with discussion of how teachers, teacher students and policy makers can ensure successful SEL at school. The book stresses the importance of social and emotional learning to allow students to become more autonomous and active in their own learning and also presents very innovative ways in learning and teaching the skills. It makes the case for understanding the processes of how SEL can develop and how it can work in different cultural contexts, considering different challenges of implementing SEL within the school context. The chapters draw on theoretical discussions illustrated by practical examples and explore the role of teacher training on SEL and how SEL can be applied within the school curriculum. Discussing an increasingly important topic in the field of education around the world, this book will be of great interest to academics, researchers, educational leaders, and university teacher trainers interested in developing social and emotional learning and overall well-being at school.
*5450 $aMarkus Talvio is Adjunct Professor in the Department of Education at the University of Helsinki. Kirsti Lonka is Professor of Educational Psychology at University of Helsinki.
*588  $aPrint version record.
*650 0$aAffective education.
*650 0$aSocial learning.
*650 6$aÉducation affective.
*650 6$aApprentissage social.
*650 7$aEDUCATION$xGeneral.$2bisacsh
*650 7$aAffective education.$2fast$0(OCoLC)fst00798871
*650 7$aSocial learning.$2fast$0(OCoLC)fst01122621
*7001 $aLonka, Kirsti.$eeditor.
*7001 $eeditor.
*77608$iPrint version:$tInternational approaches to promoting social and emotional learning in schools.$dLondon : Routledge, 2021$z9780367553319$wIMP(OCoLC)1276795483
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*985  $atfrancis-oclc
*985  $aLC online resource$d2023-04-28
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