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Additional resources for How Social and Emotional Development Add Up: Getting Results in Math and Science Education (Social Emotional Learning, 4)
This partnership became guided by the Yale Child Study Center’s School Development Program in 1997. In 1996, Boyd/Berry was the lowest-performing school in the district, with the highest attrition rate of teachers, the highest mobility rate of students, the lowest levels of parent involvement, the greatest number of discipline problems, the highest rate of absenteeism, and the highest rate of suspensions. Since then, improvements have occurred in every area, including student achievement in math.
Experience and education. New York: Collier Books. Dilts, R. B. (1998). Modeling with NLP. Capitola, CA: Meta. Dilts, R. B. (1999). Sleight of mouth: The magic of conversational belief change. Capitola, CA: Meta. Emmons, C. , Haynes, N. , Owen, S. , & Comer, J. P. (1994). Self-concept as a mediator of school climate effects. In N. M. Haynes, School Development Program Research Monograph (pp. 1–41). New Haven: Yale Child Study Center. Fischler, M. S. (1998, April 5). Giving schoolchildren tools to succeed.
The students were matched on the basis of enrollment in a low-performing school, low academic achievement, age, gender, socioeconomic status, and ethnic background, and/or exhibiting the following characteristics: failed one or more subjects and/or displayed transition problems, attendance 22 HOW SOCIAL AND EMOTIONAL DEVELOPMENT ADD UP problems, disciplinary problems, or family problems. The appendix to this chapter contains a description of the methodology that we used to provide a measure of cross-validation for our findings.