Coaching builds teachers' social and emotional strategies
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Ashworth, E., Demkowicz, O., Lendrum, A., & Frearson, K. (2018). Coaching models of school-based prevention and promotion programmes: A qualitative exploration of UK teachers’ perceptions. School Mental Health, 10, 287-300.
Bridgeland, J., Bruce, M., & Hariharan, A. (2013). The missing piece: A national survey on how social and emotional learning can empower children and transform schools. Washington, DC: Civic Enterprises.
DePaoli, J.L., Atwell, M.N., & Bridgeland, J. (2017). Ready to lead: A national principal survey on how social and emotional learning can prepare children and transform schools. Washington, DC: Civic Enterprises.
DeWeese, A.R., Jennings, P.A., Brown, J.L., Doyle, S.L., Davis, R.T., Rasheed, D.S., … Greenberg, M.T. (2017). Coding semistructured interviews: Examining coaching calls within the CARE for Teachers Program. SAGE Research Methods Cases Part 2. Thousand Oaks, CA: Sage.
Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., & Schellinger, K. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405-432.
Jones, S.M., Bailey, R., Brush, K., & Kahn, J. (2017). Kernels of practice for SEL: Low-cost, low-burden strategies. New York, NY: The Wallace Foundation.
Mahoney, J.L., Durlak, J.A., & Weissberg, R.P. (2018). An update on social and emotional learning outcome research. Phi Delta Kappan, 100(4), 18-23.
Patti, J., Holzer, A.A., Brackett, M.A., & Stern, R. (2015). Twenty-first-century professional development for educators: A coaching approach grounded in emotional intelligence. Coaching: An International Journal of Theory, Research and Practice, 8(2), 96-119.
Reinke, W.M., Stormont, M., Herman, K.C., Puri, R., & Goel, N. (2011). Supporting children’s mental health in schools: Teacher perceptions of needs, roles, and barriers. School Psychology Quarterly, 26(1), 1-13.
Schonert-Reichl, K.A., Kitil, J., LeRose, M., Sipl, M., Sweiss, L., Teja, Z., & Sauve, J. (2016). Social and emotional learning and teacher education: What do we know and where do we go from here? White paper prepared for HopeLab, Redwood City, CA.
Sklad, M., Diekstra, R., Ritter, M., Ben, J., & Gravesteijn, C. (2012). Effectiveness of school-based universal social, emotional, and behavioral programs: Do they enhance students’ development in the area of skill, behavior, and adjustment? Psychology in the Schools, 49(9), 892-909.
Vasely, A.K., Saklofske, D.H., & Nortstokke, D.W. (2014). EI training and pre-service teacher wellbeing. Personality and Individual Differences, 65, 81-85.
Walter, H.J., Gouze, K., & Lim, K.G. (2006). Teachers’ beliefs about mental health needs in inner city elementary schools. Journal of the American Academy of Child & Adolescent Psychiatry, 45(1), 61-68.
Wehby, J., Maggin, D., Partin, T., & Robertson, R. (2011). The impact of working alliance, social validity, and teacher burnout on implementation fidelity of the good behavior game. School Mental Health, 4, 22-33.
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