Handbook of research on supporting social and emotional development through literacy education:
"The objective of this publication is to develop a conceptual framework around pedagogical connections to social and emotional teaching and learning within K-12 literacy practices. through a variety of research and practice protocols supporting student success through the integration of social-...
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| Other Authors: | , |
|---|---|
| Format: | Electronic eBook |
| Language: | English |
| Published: |
Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA)
IGI Global
2021.
|
| Subjects: | |
| Online Access: | DE-862 DE-863 |
| Summary: | "The objective of this publication is to develop a conceptual framework around pedagogical connections to social and emotional teaching and learning within K-12 literacy practices. through a variety of research and practice protocols supporting student success through the integration of social-emotional learning (SEL) and literacy across grade levels"-- |
| Physical Description: | 34 PDFs (xxix, 571 Seiten) Also available in print. |
| Format: | Mode of access: World Wide Web. |
| Bibliography: | Includes bibliographical references and index. |
| ISBN: | 9781799874669 |
| Access: | Restricted to subscribers or individual electronic text purchasers. |
Staff View
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| 245 | 0 | 0 | |a Handbook of research on supporting social and emotional development through literacy education |c Jill T. Tussey and Leslie Haas, editors. |
| 264 | 1 | |a Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA) |b IGI Global |c 2021. | |
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| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a Section 1. Social-emotional learning through multimodal literacy spaces and supports. Chapter 1. Gaming literacy and its potential for teaching social and emotional learning to adolescent children ; Chapter 2. Holistic literature education as an effective tool for social-emotional learning ; Chapter 3. Supporting learner social-emotional learning and literacy in virtual environments ; Chapter 4. The emotional affordances of visual literacy pedagogy -- Section 2. Social-emotional learning, diversity, and social justice. Chapter 5. Making meaning of the world: exploring social and emotional wellbeing through cultural dialogue ; Chapter 6. Promoting self-awareness and social awareness in middle school students through literature featuring diverse characters ; Chapter 7. Recognizing, embracing, and advocating for diversity to develop young children's social-emotional skills: reading ; Chapter 8. Using activism to cultivate social and emotional learning in the English language arts classroom ; Chapter 9. Using social-emotional learning and literacy tools to bridge the gap during and beyond COVID-19 -- Section 3. Social-emotional learning and literacy engagement. Chapter 10. For the culture: using pop culture to foster SEL and engagement ; Chapter 11. Launching points for social and emotional learning in K-12 classrooms ; Chapter 12. Social and emotional teaching for STEAM through read-aloud: kindergarteners learning to "feel courage-able" -- Section 4. Supporting teacher development through social-emotional learning and literacy connections. Chapter 13. Instructional interactions and literacy: supporting classroom instruction through teacher social-emotional skill development ; Chapter 14. Students serving moms and meeting the social and emotional needs of children: embracing change in an exceptional way! ; Chapter 15. Supporting literacy and social connectedness in a pandemic through the "autobiographical R/W/L/S" method -- Section 5. Social-emotional learning, literacy, and pedagogy. Chapter 16. Anchoring post-secondary readiness in social-emotional learning ; Chapter 17. English language learners and mainstream instruction to enhance SEL literacy ; Chapter 18. Social-emotional learning in secondary ELA classrooms ; Chapter 19. Literacy as a support for social-emotional and academic growth ; Chapter 20. Teaching SEL through literacy in foundations of language ; Chapter 21. Young adult literature as a means for developing and supporting socio-emotional learning. | |
| 506 | |a Restricted to subscribers or individual electronic text purchasers. | ||
| 520 | 3 | |a "The objective of this publication is to develop a conceptual framework around pedagogical connections to social and emotional teaching and learning within K-12 literacy practices. through a variety of research and practice protocols supporting student success through the integration of social-emotional learning (SEL) and literacy across grade levels"-- |c Provided by publisher. | |
| 530 | |a Also available in print. | ||
| 538 | |a Mode of access: World Wide Web. | ||
| 588 | |a Description based on title screen (IGI Global, viewed 07/03/2021). | ||
| 650 | 0 | |a Emotional intelligence |x Study and teaching. | |
| 650 | 0 | |a Literacy |x Study and teaching. | |
| 650 | 0 | |a Social learning. | |
| 653 | |a Content-Area Literacy. | ||
| 653 | |a Culturally Relevant Literacy. | ||
| 653 | |a Digital Literacy. | ||
| 653 | |a Higher Education. | ||
| 653 | |a K-12 Education. | ||
| 653 | |a Linguistically-Relevant Digital Literacy. | ||
| 653 | |a Literacy. | ||
| 653 | |a Social-Emotional Learning. | ||
| 653 | |a Teacher Education. | ||
| 653 | |a Teaching and Learning. | ||
| 700 | 1 | |a Haas, Leslie |d 1969- |e editor. | |
| 700 | 1 | |a Tussey, Jill |d 1982- |e editor. | |
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| contents | Section 1. Social-emotional learning through multimodal literacy spaces and supports. Chapter 1. Gaming literacy and its potential for teaching social and emotional learning to adolescent children ; Chapter 2. Holistic literature education as an effective tool for social-emotional learning ; Chapter 3. Supporting learner social-emotional learning and literacy in virtual environments ; Chapter 4. The emotional affordances of visual literacy pedagogy -- Section 2. Social-emotional learning, diversity, and social justice. Chapter 5. Making meaning of the world: exploring social and emotional wellbeing through cultural dialogue ; Chapter 6. Promoting self-awareness and social awareness in middle school students through literature featuring diverse characters ; Chapter 7. Recognizing, embracing, and advocating for diversity to develop young children's social-emotional skills: reading ; Chapter 8. Using activism to cultivate social and emotional learning in the English language arts classroom ; Chapter 9. Using social-emotional learning and literacy tools to bridge the gap during and beyond COVID-19 -- Section 3. Social-emotional learning and literacy engagement. Chapter 10. For the culture: using pop culture to foster SEL and engagement ; Chapter 11. Launching points for social and emotional learning in K-12 classrooms ; Chapter 12. Social and emotional teaching for STEAM through read-aloud: kindergarteners learning to "feel courage-able" -- Section 4. Supporting teacher development through social-emotional learning and literacy connections. Chapter 13. Instructional interactions and literacy: supporting classroom instruction through teacher social-emotional skill development ; Chapter 14. Students serving moms and meeting the social and emotional needs of children: embracing change in an exceptional way! ; Chapter 15. Supporting literacy and social connectedness in a pandemic through the "autobiographical R/W/L/S" method -- Section 5. Social-emotional learning, literacy, and pedagogy. Chapter 16. Anchoring post-secondary readiness in social-emotional learning ; Chapter 17. English language learners and mainstream instruction to enhance SEL literacy ; Chapter 18. Social-emotional learning in secondary ELA classrooms ; Chapter 19. Literacy as a support for social-emotional and academic growth ; Chapter 20. Teaching SEL through literacy in foundations of language ; Chapter 21. Young adult literature as a means for developing and supporting socio-emotional learning. |
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| discipline | Pädagogik |
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| spelling | Handbook of research on supporting social and emotional development through literacy education Jill T. Tussey and Leslie Haas, editors. Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA) IGI Global 2021. 34 PDFs (xxix, 571 Seiten) text rdacontent electronic isbdmedia online resource rdacarrier Includes bibliographical references and index. Section 1. Social-emotional learning through multimodal literacy spaces and supports. Chapter 1. Gaming literacy and its potential for teaching social and emotional learning to adolescent children ; Chapter 2. Holistic literature education as an effective tool for social-emotional learning ; Chapter 3. Supporting learner social-emotional learning and literacy in virtual environments ; Chapter 4. The emotional affordances of visual literacy pedagogy -- Section 2. Social-emotional learning, diversity, and social justice. Chapter 5. Making meaning of the world: exploring social and emotional wellbeing through cultural dialogue ; Chapter 6. Promoting self-awareness and social awareness in middle school students through literature featuring diverse characters ; Chapter 7. Recognizing, embracing, and advocating for diversity to develop young children's social-emotional skills: reading ; Chapter 8. Using activism to cultivate social and emotional learning in the English language arts classroom ; Chapter 9. Using social-emotional learning and literacy tools to bridge the gap during and beyond COVID-19 -- Section 3. Social-emotional learning and literacy engagement. Chapter 10. For the culture: using pop culture to foster SEL and engagement ; Chapter 11. Launching points for social and emotional learning in K-12 classrooms ; Chapter 12. Social and emotional teaching for STEAM through read-aloud: kindergarteners learning to "feel courage-able" -- Section 4. Supporting teacher development through social-emotional learning and literacy connections. Chapter 13. Instructional interactions and literacy: supporting classroom instruction through teacher social-emotional skill development ; Chapter 14. Students serving moms and meeting the social and emotional needs of children: embracing change in an exceptional way! ; Chapter 15. Supporting literacy and social connectedness in a pandemic through the "autobiographical R/W/L/S" method -- Section 5. Social-emotional learning, literacy, and pedagogy. Chapter 16. Anchoring post-secondary readiness in social-emotional learning ; Chapter 17. English language learners and mainstream instruction to enhance SEL literacy ; Chapter 18. Social-emotional learning in secondary ELA classrooms ; Chapter 19. Literacy as a support for social-emotional and academic growth ; Chapter 20. Teaching SEL through literacy in foundations of language ; Chapter 21. Young adult literature as a means for developing and supporting socio-emotional learning. Restricted to subscribers or individual electronic text purchasers. "The objective of this publication is to develop a conceptual framework around pedagogical connections to social and emotional teaching and learning within K-12 literacy practices. through a variety of research and practice protocols supporting student success through the integration of social-emotional learning (SEL) and literacy across grade levels"-- Provided by publisher. Also available in print. Mode of access: World Wide Web. Description based on title screen (IGI Global, viewed 07/03/2021). Emotional intelligence Study and teaching. Literacy Study and teaching. Social learning. Content-Area Literacy. Culturally Relevant Literacy. Digital Literacy. Higher Education. K-12 Education. Linguistically-Relevant Digital Literacy. Literacy. Social-Emotional Learning. Teacher Education. Teaching and Learning. Haas, Leslie 1969- editor. Tussey, Jill 1982- editor. IGI Global, publisher. (Original) (DLC)2021015983 Print version: 1799874648 9781799874645 (DLC) 2021015983 |
| spellingShingle | Handbook of research on supporting social and emotional development through literacy education Section 1. Social-emotional learning through multimodal literacy spaces and supports. Chapter 1. Gaming literacy and its potential for teaching social and emotional learning to adolescent children ; Chapter 2. Holistic literature education as an effective tool for social-emotional learning ; Chapter 3. Supporting learner social-emotional learning and literacy in virtual environments ; Chapter 4. The emotional affordances of visual literacy pedagogy -- Section 2. Social-emotional learning, diversity, and social justice. Chapter 5. Making meaning of the world: exploring social and emotional wellbeing through cultural dialogue ; Chapter 6. Promoting self-awareness and social awareness in middle school students through literature featuring diverse characters ; Chapter 7. Recognizing, embracing, and advocating for diversity to develop young children's social-emotional skills: reading ; Chapter 8. Using activism to cultivate social and emotional learning in the English language arts classroom ; Chapter 9. Using social-emotional learning and literacy tools to bridge the gap during and beyond COVID-19 -- Section 3. Social-emotional learning and literacy engagement. Chapter 10. For the culture: using pop culture to foster SEL and engagement ; Chapter 11. Launching points for social and emotional learning in K-12 classrooms ; Chapter 12. Social and emotional teaching for STEAM through read-aloud: kindergarteners learning to "feel courage-able" -- Section 4. Supporting teacher development through social-emotional learning and literacy connections. Chapter 13. Instructional interactions and literacy: supporting classroom instruction through teacher social-emotional skill development ; Chapter 14. Students serving moms and meeting the social and emotional needs of children: embracing change in an exceptional way! ; Chapter 15. Supporting literacy and social connectedness in a pandemic through the "autobiographical R/W/L/S" method -- Section 5. Social-emotional learning, literacy, and pedagogy. Chapter 16. Anchoring post-secondary readiness in social-emotional learning ; Chapter 17. English language learners and mainstream instruction to enhance SEL literacy ; Chapter 18. Social-emotional learning in secondary ELA classrooms ; Chapter 19. Literacy as a support for social-emotional and academic growth ; Chapter 20. Teaching SEL through literacy in foundations of language ; Chapter 21. Young adult literature as a means for developing and supporting socio-emotional learning. Emotional intelligence Study and teaching. Literacy Study and teaching. Social learning. |
| title | Handbook of research on supporting social and emotional development through literacy education |
| title_auth | Handbook of research on supporting social and emotional development through literacy education |
| title_exact_search | Handbook of research on supporting social and emotional development through literacy education |
| title_full | Handbook of research on supporting social and emotional development through literacy education Jill T. Tussey and Leslie Haas, editors. |
| title_fullStr | Handbook of research on supporting social and emotional development through literacy education Jill T. Tussey and Leslie Haas, editors. |
| title_full_unstemmed | Handbook of research on supporting social and emotional development through literacy education Jill T. Tussey and Leslie Haas, editors. |
| title_short | Handbook of research on supporting social and emotional development through literacy education |
| title_sort | handbook of research on supporting social and emotional development through literacy education |
| topic | Emotional intelligence Study and teaching. Literacy Study and teaching. Social learning. |
| topic_facet | Emotional intelligence Study and teaching. Literacy Study and teaching. Social learning. |
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