Review of The heart and science of teaching: Transformative applications that integrate academic and social-emotional learning

Autores

  • Laura Erhard Fiorenza West Chester University of Pennsylvania

DOI:

https://doi.org/10.14507/er.v29.3407

Biografia do Autor

Laura Erhard Fiorenza, West Chester University of Pennsylvania

Laura Erhard Fiorenza is an associate professor in the Early and Middle Grades Education Department at West Chester University of Pennsylvania. She teaches child development courses and supervises preservice teachers in the field. Her research interests include bullying, classroom and school climate, social and emotional learning, and the differentiation of instruction and classroom learning environments.

Referências

Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guizdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3 & 4), 369-988.

Corcoran, R. P., Cheung, A. C.K., Kim E., & Chen, X. (2018). Effective universal school-based social and emotional learning programs from improving academic achievement: A systematic review and meta-analysis of 50 years of research. Educational Research Review 25(25), 56-72. https://doi.org/10.1016/j.edurev.2017.12.001

Delgado, A. J., Geier, R., Blumenfeld, P.C., Marx, R. W., Krajcik, J. S.,

Fishman, B., Soloway, E., & Clay-Chambers, J. (2008). Standardized test outcomes for students in engaged in inquiry-based science curricula in the context of urban reform. Journal of Research in Science Teaching, 45, 922-939.

Hattie, J. (2008). Visible learning: A synthesis of meta-analysis relating to achievement. Routledge.

Jensen, E. (2008). Brian-based learning: The new paradigm of teaching (2nd ed.). Corwin Press.

Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Association for Supervision and Curriculum Development.

Panayiotou, M., Humphrey, N., & Wigelsworth, M. (2019). An empirical basis for linking social and emotional learning to academic performance. Contemporary Educational Psychology, 56, 193–204. https://doi.org/10.1016/jdpsych.2019.01.009

Shachar, M., & Neumann, Y. (2003). Differences between traditional and distance education academic performances: A meta-analytic approach. The International Review of Research in Open and Distance Learning, 4(2).www.irrodl.org/index.php/irrodl/article.view/153

Wardlow, L., McKnight, K., & O’Malley, K. (2015). Educational technology: A review of the integration, resources, and effectiveness of technology in K-12 classrooms. Journal of Information Technology in Education: Research, 14, 397-416.

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Publicado

2022-04-13

Como Citar

Fiorenza, L. E. (2022). Review of The heart and science of teaching: Transformative applications that integrate academic and social-emotional learning. Resenhas Educativas/ANPEd, 29. https://doi.org/10.14507/er.v29.3407

Edição

v. 29 (2022)

Seção

Resenhas de livros

Licença

 

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