(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
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.