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Handbook of Prosocial Education Hardcover – October 12, 2012

ISBN-13: 978-1442211193 ISBN-10: 1442211199

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Product Details

  • Hardcover: 868 pages
  • Publisher: Rowman & Littlefield Publishers (October 12, 2012)
  • Language: English
  • ISBN-10: 1442211199
  • ISBN-13: 978-1442211193
  • Product Dimensions: 7.3 x 2.4 x 10.3 inches
  • Shipping Weight: 4.8 pounds (View shipping rates and policies)
  • Average Customer Review: 5.0 out of 5 stars  See all reviews (1 customer review)
  • Amazon Best Sellers Rank: #2,202,956 in Books (See Top 100 in Books)

Editorial Reviews


This magnum opus provides an important and timely vision of quality education that prepares students to be knowledgeable, responsible, caring, and contributing citizens. Leading scientists and educators have contributed chapters that are scholarly, research-based, and practical. This landmark volume will shape education research, practice, and policy for years to come!

(Roger P. Weissberg, NoVo Foundation Endowed Chair of Social and Emotional Learning, University of Illinois at Chicago)

This handbook is a much-needed comprehensive volume that brings together the compatible components of research and practical experience on how to foster prosocial growth in children and adolescents. For far too long the considerable body of knowledge about how to foster positive social and moral growth in students has remained scattered about in research reports and books often with little communication across disciplines or research groups. In part this is because of genuine differences in goals and orientations. Those differences have masked congruent discoveries and shared practices that can bring great benefits to our schools and children. Kudos to this team of editors for seeing beyond ideology and theory to provide us with access to the shared wisdom that has emerged from the work of leading scholars and practitioners – even when they are not always aware of their own compatibility. This is an invaluable resource for school leaders seeking to make use of “what works” to support the growth of caring responsible citizens, and young scholars seeking to build on the progress that has been made in understanding children’s prosocial development.
(Larry Nucci, University of California, Berkeley)

This comprehensive book reports the scholarship of dozens of American education experts to offer a new course of action for America’s struggling schools. As a call to action, this book encourages each of us to remember that our schools enshrine our national values and must support the development of engaged young citizens.

In the context of broad education reform, the emphasis on prosocial learning is a strategic force multiplier for numerous other reform agendas. Detailing the core mission of education as the cornerstone of a healthy democracy, this book is a foundational text for any educator or policy maker who seeks to improve the perilous state of America’s education environment.
(David M. Abshire, former US Ambassador to NATO and Special Counselor to President Reagan)

About the Author

List of Contributors:
Wolfgang Althof, Karen Mariska Atkinson, Maya Falcon Aviles, Nick Axford, Betty Bardige, Joyce A. Barnes, Dennis J. Barr, Anna Bateman, Jim Bentley, Marvin W. Berkowitz, Sheldon H. Berman, Melinda C. Bier, Elena Bodrova, Satpal Boyes, Margaret Stimmann Branson, Trish Broderick, Fay E. Brown, Philip M. Brown, Vanessa Camilleri, Florence Chang, Jonathan Cohen, James P. Comer, Maureen Connolly, Michael W. Corrigan, E. Janet Czarnecki, Lisa De Bellis, Ms. Teresita Saracho de Palma, Joyce A. DeVoss, Maurice J. Elias, Connie Flanagan, Brian Flay, Erin Gallay, Karen Geller, Larissa K. Giordano, Colette Gosselin, Maughn Gregory, Michelle E. Grimley, Doug Grove, Scott Hall, Heidi L. Hallman, Deborah Hecht, Ann Higgins-D’Alessandro, Jennie Hine, Cheryl Hopkins, Anne-Marie Hoxie, Jill L. Jacobi-Vessels, Patricia A. Jennings, Amy Johnston, Bridget Kerrigan, Yael Kidron, Denise C. Koebcke, Tony Lacey, Jennifer Lane, Ann Larson, Minna Lehtonen, Ricardo Lopez, Vonda Martin, Jennifer McElgunn, Tinia R. Merriweather, Johncarlos M. Miller, Laura C. Morana, Jacqueline A. Norris, Judith Nuss, Mary Utne O’Brien, Monique Tjan Ohashi, David Osher, Kristen Pelster, Laura J. Pinger, Ann Marie R. Power, F. Clark Power, Joan Reubens, Howard Rodstein, Robert W. Roeser, Judy Rosen, Kimberly A. Schonert-Reichl, Alesha D. Seroczynski, Christine Sherretz, Chris Smith, Frank J. Snyder, Susan Stillman, Betty W. Straub, Michael Swartz, Sandy Swartz, Janet E. Th ompson, Ross A. Thompson, Janet Urbanski, Dorothy J. Veith, Philip Vincent, Becky Wilson, Abby C. Winer, Jose C. Zamora

About the Authors:
Philip M. Brown is former director of the Center for Social and Character Development and fellow at the Center for Applied Psychology at Rutgers University. He also serves as senior consultant for the National School Climate Center.

Michael W. Corrigan is associate professor of educational psychology, human development, and research methods at Marshall University, where he also serves as director of research for the College of Educations.

Ann Higgins-D’Alessandro is professor of psychology and former director of the Applied Developmental Psychology Graduate Program at Fordham University. She also serves as director of Development for the international Association for Moral Education.

More About the Author

Dr. Corrigan is a psychologist, author, statistician, professor, reformed problem child, and proud parent of two. His latest mission is to discredit the mythic propaganda and doodoo behind the ADHD diagnosis and the dangerous drugs so often prescribed. Yes; he said doodoo, and you can read more on his blog at www.MadinAmerica.com. .

Dr. Michael W. Corrigan is a well-published, tenured professor at Marshall University with expertise in Educational Psychology, Human Development, and Research Methods. Dr. Corrigan's more recent large-scale research projects include five U.S. Department of Education funded studies in Florida, Ohio, North Carolina, Tennessee and West Virginia; as well as several National Science Foundation grants exploring the impact of the arts and science-based inquiry on academic achievement among second-language learners and at-risk youth. Corrigan's earlier research into the deviant behavior of youth in relation to community engagement was funded through the Department of Justice. Dr. Corrigan also has taught within a juvenile detention system and is the author of Multi-Dimensional Education: A Common Sense Approach to Data-Driven Thinking (Corwin, 2011), Handbook of Prosocial Education (Roman and Littlefield, 2012), and Debunking ADHD: 10 Reasons to Stop Drugging Kids for Acting like Kids (Roman and Littlefield, March, 2014).

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Most Helpful Customer Reviews

1 of 1 people found the following review helpful By J. Cohen on December 30, 2013
Format: Hardcover
This is a important handbook that I suggest every educator and every parent should read.
State of the art and science.

Jonathan Cohen, Ph.D.
National School Climate Center;
Teachers College, Columbia University
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