Handbook of Prosocial Education (eBook)

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.

Preface - 1 Pacific Institute for Research and Evaluation Preface -2 Co-editors + AcknowledgementsForeword - Nel NoddingsPART 1: Defining Prosocial EducationChapter 1: The Second Side of Education: Prosocial Development Chapter 2: Prosocial Education's History Chapter 3: The History and Direction of Research on Prosocial Education Chapter 4: The Practice of Prosocial Education Chapter 5: Prosocial Education: Applied Theory in Action PART II: Prosocial Education: Evidence and Practice Chapter 6: Character Education: A Primer on History, Research and Effective PracticesCase Studies: a. Francis Howell Middle School, Missourib. The Jefferson Way Chapter 7: Civic Education and Prosocial BehaviorCase Studies:a. Project Citizenb. Civic Environmentalism: Social Responsibility for Public ResourcesChapter 8: Moral EducationCase Studiesa. Philosophy as Prosocial Educationb. Reading for Lifec. The “A” School: Democracy and LearningChapter 9: School Climate and Culture Improvement: A Prosocial Strategy that Recognizes, Educates, and Supports the Whole Child and the Whole School CommunityCase Studies:a. School Climate: The Roadmap to Student Achievement b. School Climate Reform at Upper Merion Area Middle SchoolChapter 10: The Case for Prosocial Education: Service-Learning as Community BuildingCase Studies:a. Service Learning Success in Philadelphiab. Service-Learning in Mineola High Schoolc. Service Learning in Practice: Lake Riviera Middle SchoolChapter 11: Social and Emotional Learning and Prosocial Education: Theory, Research, and ProgramsCase Studiesa. Implementing the PATHS Program in Birmingham, UKb. Roots of Empathyc. The Missing Piece in Schooling: Social and Emotional LearningChapter 12: Supporting Educational Goals through Cultivating Mindfulness:Approaches for Teachers and StudentsCase Studies:a. Learning to BREATHE, b. Implementing the Cultivating Awareness and Resilience in Education Program (CARE)Chapter 13: Positive Youth DevelopmentCase Studies:a. Integrating Six Developmental Pathways in the Classroom: The Synergy between Teacher and Students b. Children First: It Starts with Youc. Positive Youth Development: Positive Action at Farmdale Elementary SchoolChapter 14: Prevention of Harassment, Intimidation and Bullying Case Studies: a. Lynch Elementary School Bullying Prevention Programb. Team LEAD—Leadership, Empathy, Accountability, and Discussion: Addressing Social Aggression through Bystander Leadership Groupsc. Building a Bullying Prevention Program from the Ground Up: Students as the KeyChapter 15: Establishing the Foundations: Prosocial Education in Early Childhood Education Case Studies:a. The Early Learning Campusb. Implementing an Evidence-Based Preschool Program: A Superintendent’s Perspective on Tools of the MindN. Chapter 16: After School as a Context for Prosocial Education Case Studies:a. The Core Five Essentials: A Prosocial Application in After-School Settingsb. The Committee for Hispanic Children and Families After-School Program at PS/MS 279. Chapter 17: Building a Prosocial Mindset in Education in Teacher and Administrator Preparation Programs Case Studies:a. Developing Emotionally Intelligent School Counselors for the Prosocial Classroom b. Leading in the Middle: A Tale of Prosocial Education Reform in Two Principals and Two Middle Schoolsc. Prospective Teachers’ Work with Homeless Youth: Articulating the Value of Service Learning in Teacher Education P. Chapter 18: Multicultural Education as Prosocial Education Case Studies:a. Facing History and Ourselvesb. Educating American Indian Children: Creating a Prosocial Context PART 3: Voices from the Field: Who Does Prosocial Education and How Do they Do It? Chapter 19:The District Superintendent's Role in Supporting Prosocial Education Chapter 20: The School Principal's Role in Planning and Organizing Prosocial Education Chapter 21: The School Specialist's Role as a Champion for Prosocial EducationChapter 22: The Teacher's Role in Implementing Prosocial Education PART 4: Summary & Recommendations Chapter 23: A Body of Evidence Chapter 24: Prosocial Education: Weaving a Tapestry to Support Policy and PracticeAuthor Profiles