Reference

Maurice J. Elias

This booklet is about the social-emotional skills students need for success in school and in life. In any classroom in the world, from the simplest, with no walls, to the most elaborate, teachers must get along with students and students must get along with one another if learning is to take place. Social-emotional skills, or ‘emotional intelligence’, is the name given to the set of abilities that allows students to work with others, learn effectively, and serve essential roles in their families, communities and places of work.


Research shows that social-emotional skills can be taught to students and that their presence in classrooms and schools improves academic learning. When academic and social-emotional learning both become a part of schooling, students are more likely to remember and use what they are taught. They also incorporate into their education a sense of responsibility, caring, and concern for the well being of others, as well as themselves. Learning thus can be said to touch both the ‘head’ and the ‘heart’ and the result is classrooms that are run better and students who are more inspired. Academic and social-emotional learning are therefore connected
in every school, worldwide.


Much also has been learned about how to enhance academic and social-emotional learning in ways that are more likely to work well. This booklet gives the principles that have been shown to lead to success. It contains important guidelines for building academic and social-emotional skills, and sections in each chapter on practical
applications that can be brought into classrooms and schools without difficulty. In addition, there is an extensive section on resources, including international resources that are accessible via the Internet.


This booklet has been prepared for inclusion in the Educational Practices Series developed by the International Academy of Education and distributed by the International Bureau of Education and the Academy. As part of its mission, the Academy provides timely syntheses of research on educational topics of international importance. This booklet is the eleventh in the series on educational practices that generally improve learning.

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Sam Redding

This booklet concerns what parents can do to help their children do well in school. It has been prepared for inclusion in the Educational Practices Series developed by the International Academy of Education and distributed by the International Bureau of Education and the Academy. One mission of the International Academy of Education is to foster scholarly excellence in all fields of education. As part of this mission, theAcademy provides timely syntheses of research on educational topics of international importance. This booklet focuses on parents—the child’s first and most powerful teachers.

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John Lybolt

The language knowledge and skills thatchildren develop before they go to school are powerful influences on how well they do during the school years and later in life. This booklet describes the practices that parents, educators and others can employ to promote children's language preparation for school.

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Elizabeth S. Pang
July 29, 2003

This booklet is about reading development and instruction. It has been prepared for inclusion in the Educational Practices Series developed by the International Academy of Education and distributed by the International Bureau of Education and the Academy. As part of its mission, the Academy provides timely syntheses of research on educational topics of international importance. This booklet is the twelfth in the series on educational practices that generally improve learning.

The officers of the International Academy of Education are aware that this booklet is based on research carried out primarily in economically advanced countries. The booklet, however, focuses on aspects of reading and instruction that are universal. The practices presented here are likely to be generally applicable throughout the world. Indeed, they might be especially useful in countries that are currently less developed economically. Even so, the principles should be assessed with reference to local conditions, and adapted accordingly. In any educational setting or cultural context, suggestions or guidelines for practice require sensitive and sensible application, and continuing
evaluation.

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February 1, 2012

The experience of childhood is increasingly urban. Over half the world’s people – including more than a
billion children – now live in cities and towns. Many children enjoy the advantages of urban life, including
access to educational, medical and recreational facilities. Too many, however, are denied such essentials as
electricity, clean water and health care – even though they may live close to these services. Too many are
forced into dangerous and exploitative work instead of being able to attend school. And too many face a
constant threat of eviction, even though they live under the most challenging conditions – in ramshackle
dwellings and overcrowded settlements that are acutely vulnerable to disease and disaster.

The hardships endured by children in poor communities are often concealed – and thus perpetuated – by the
statistical averages on which decisions about resource allocation are based. Because averages lump everyone
together, the poverty of some is obscured by the wealth of others. One consequence of this is that
children already deprived remain excluded from essential services.

Increasing numbers of children are growing up in urban areas. They must be afforded the amenities and
opportunities they need to realize their rights and potential. Urgent action must be taken to:


• Better understand the scale and nature of poverty and exclusion affecting children in urban areas.
• Identify and remove the barriers to inclusion.
• Ensure that urban planning, infrastructure development, service delivery and broader efforts to
reduce poverty and inequality meet the particular needs and priorities of children.
• Promote partnership between all levels of government and the urban poor – especially children
and young people.
• Pool the resources and energies of international, national, municipal and community actors in
support of efforts to ensure that marginalized and impoverished children enjoy their full rights.

These actions are not goals but means to an end: fairer, more nurturing cities and societies for all people –
starting with children.

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UNESCO

‘A Place to Learn’ presents a comprehensive review of research on learning environments from multiple perspectives, broadly grouped as those that focus on the physical conditions, psychosocial environment and/or organizational climate of classrooms, schools and other learning spaces. Beginning with a sampling of the wide spectrum of paradigms currently used to approach these dimensions, the review purposefully steps back to consider their common theoretical roots. In-depth descriptions of selected state-of-the-art research methods and tools are then provided along with numerous examples of their application in different parts of the world. The general conclusions and recommendations offered in light of the collected findings are intended to assist learning communities, particularly those in countries with limited resources, with a practical framework for creating and sustaining safe, healthy, equitable and inclusive environments that foster effective learning.

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Ben Jensen
February 17, 2012

The world's centre of high performance in school education is now East Asia. Four of the five top-performing systems are Hong Kong, Korea, Shanghai and Singapore, according to OECD's 2009 PISA assessments. In recent years, Australia and many OECD countries have substantially increased education expenditure, often with disappointing results. Grattan Institute's new report, Catching up: learning from the best school systems in East Asia, shows how studying the strengths of these systems can improve our children's lives.

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Jamaica Ministry of Education
June 23, 2008
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Institute of Education, University of the West Indies, Mona
Year of publication :2000

Content
1. Violence and Schools in Jamaica: Historical and Comparative Perspectives – Ruby King
2. “Mek Blood Owta Stone?” Integrating Children’s Literature across the Jamaican Primary School Curriculum – Clement M.T. Lambert and Robert K. Jackson
3. Retaining boys in school: Developing a model of intervention – Errol Miller
4. What are the benefits of single sex and co-ed schooling? – Hyacinth Evans

 

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Institute of Education, University of the West Indies, Mona
Year of publication :1999

Part 1: Primary Education

1. Are Culture-Fair Tests Really Fair to Jamaican Students? - Barbara A. Matalon
2. The Integrated Curriculum in the Lower Primary School in Jamaica: Theory versus Practice – Rose Vavies
3. Integrating Technology Education: The Primary School Curriculum – Halden A. Morris

Part 2: Teacher Education and Development

1. Teacher Development in the 1990s – Errol Miller
2. Review of the University’s Role in Teacher Training, 1952 – 95
3. Jamaican Student Teachers: Interpretations of Reading Lecturer’s Beliefs and Practices – Clement Lambert and Ruth Hayden
4. Preservice Teachers’ Meta-comprehension Strategy Awareness and Teaching Performance – Samuel S. Myers
5. Breaking the Vicious Cycle: Can Jamaican Teachers Colleges Change the Face of Music Education – Joan Tucker

 

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FILED UNDER: Education, Jamaica, PDF, Reference

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