alt text


Allensworth, E.M., Farrington, C.A., Gordon, M.F., Johnson, D.W., Klein, K., McDaniel, B., & Nagaoka, J. (2018). Supporting social, emotional, & academic development: Research implications for educators. Chicago, IL: University of Chicago Consortium on School Research.

Aronson, J., & Williams, J. (2004). Stereotype threat: Forewarned is forearmed (Unpublished manuscript). New York University, New York, NY. Retrieved from

Albright, M. I., & Weissberg, R. P. (2010). School-family partnerships to promote social and emotional learning. In S. L. Christenson & A. L. Reschly (Eds.), Handbook of school-family partnerships (pp. 246 – 265). New York, NY: Taylor & Francis.

Albright, M. I., Weissberg, R. P., &  Dusenbury, L. A. (2011). School-family partnership strategies to enhance children’s social, emotional, and academic growth. Newton, MA: National Center for Mental Health Promotion and Youth Violence Prevention, Education Development Center, Inc.

Allensworth, E. M., & Easton, J. Q. (2007). What matters for staying on-track and graduating in Chicago Public High Schools: A close look at course grades, failures, and attendance in the freshman year. Chicago, IL: University of Chicago, Consortium on Chicago School Research.

Allensworth, E.M., Gwynne, J.A., Moore, P., & de la Torre, M. (2014). Looking forward to high school and college: Middle grade indicators of readiness in Chicago Public Schools. Chicago, IL: University of Chicago Consortium on Chicago School Research.

American Institutes for Research (2015). Linking schools and afterschool through social and emotional learning. Chicago, IL.

American Psychological Association, Coalition for Psychology in Schools and Education (2015). Top 20 principles from psychology for prek-12 teaching and learning. Retrieved from

Atunez, B. (2000).  When everyone is involved: Parents and communities in school reform. Retrieved from

Balfanz, R., Byrnes, V., & Fox, J. (2015). Sent home and put off-track: The antecedents, disproportionalities, and consequences of being suspended in the ninth grade. Journal of Applied Research on Children: Informing Policy for Children at Risk, 5(2), 13.

Barnard, W. M. (2004). Parent involvement in elementary school and educational attainment. Children and Youth Services Review, 26(1), 39-62. doi: 10.1016/j.childyouth.2003.11.002

Bear, G.G., Whitcomb, S.A., Elias, M.J., & Blank, J.C. (2015). SEL and schoolwide positive behavioral interventions and supports. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice.

Berends, M., Bodilly, S., & Kirby, S. N. (2002). Looking back over a decade of whole-school reform: The experience of new American schools. Phi Delta Kappan, 84(2), 168-75.

Berger, R., & Rugen, L. (2014). Leaders of their own learning: Transforming schools through student-engaged assessment. Hoboken: Wiley.

Berman, S. (July 2005). Fostering social responsibility in schools. Paper presented at the Center for Social and Emotional Learning Education’s eighth annual summer institute, New York.

Bowen, N. K., & Bowen, G. L. (1999). Effects of crime and violence in neighborhoods and schools on the school behavior and performance of adolescents. Journal of Adolescent Research, 14, 319-342.

Brackett, M. A., Katulak, N. A., Kremenitzer, J. P., Alster, B., & Caruso, D. R. (2008). Emotionally literate teaching. In M.A. Brackett, J.P. Kremenitzer, M. Maurer, M.D.

Brackett, M. A., Palomera, R., Mojsa, J., Reyes, M., & Salovey, P. (2010). Emotion regulation ability, job satisfaction, and burnout among British secondary school teachers. Psychology in the Schools, 47, 406-417.

Bridgeland, J., Bruce, M., & Hariharan, A. (2013). The missing piece: A national teacher survey on how social and emotional learning can empower children and transform schools. Washington, DC: Civic Enterprises.

Bruns, E.J., Moore, E., Hoover-Stephan, S., Pruitt, & D., Weist, M.D. (2005). The impact of school mental health services on out-of-school suspension rates. Journal of Youth and Adolescence, 34(1), 23-30.

Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. G. (2015). Learning to improve: How America’s schools can get better at getting better. Harvard Education Press. Cambridge, MA: Harvard Education Press.

Bryk, A. S., & Schneider, B. (2002). Trust in schools: A core resource for improvement. New York: Russell Sage Foundation.

Caine, G., & Caine, R. N. (2010). Strengthening and enriching your professional learning community: The art of learning together.Alexandria, VA: ASCD.

Carpenter, S.E. Rivers, & N.A. Katulak (Eds.), Emotional literacy in the classroom: Upper elementary. Port Chester, NY: National Professional Resources.

CASEL (2003). Safe and sound: An educational leader’s guide to evidence-based social and emotional learning (SEL) programs.Chicago, IL: CASEL.

CASEL (2015). CASEL guide: Effective social and emotional learning programs: Middle and high school edition. Chicago, IL: CASEL.

CASEL (2017). Key insights from the Collaborating Districts Initiative. Chicago, IL: CASEL.

Cataldo, P. (2011) Focusing on employee engagement: How to measure it and improve it. UNC Executive Development. Retrieved from

Chartock, Roselle K. (2010). Strategies and lessons for culturally responsive teaching; A primer for K-12 teachers. Boston, MA: Pearson Education.

Cody, S., Perez-Johnson, I., & Joyce, K. (2015). Administrative experiments. American Journal of Evaluation, 36(4), 547–557.

Cohen, G., Garcia, J., Purdue-Vaughns, V., Apfel, N., & Brzustoski, P. Recursive Processes in self-affirmation: Intervening to close the minority achievement gap. Science, 324, 400-403.

Cohen, J. (Summer 2006). Social, emotional, ethical, and academic education: Creating a climate for learning, participation in democracy, and well-being. Harvard Educational Review, 76(2), 201-237.

Collie, R. J., Shapka, J. D., & Perry, N. E. (2011). Predicting teacher commitment: The impact of school climate and social-emotional learning. Psychology in the Schools, 48(10), 1034-1048.

Comer, J. P. (2005). The rewards of parent participation. Educational Leadership, 62(6), 38-42.

Costello, B., Wachtel, J., & Wachtel, T. (2010). Restorative circles in schools: Building community and enhancing learning. Bethlehem, PA: International Institute for Restorative Practices.

Darling-Hammond, L., Cook-Harvey, C., Flook, L., Brighid B. & Osher, D. (2017).

Science of learning and development: Implications for educational practice. Washington, DC: Science of Learning and Development Project, Aspen Institute.

Deci, E.L., & Ryan, R.M. (2000) Self-determination theory and the facilitation of intrinsic motivation, Social Development, and Well-Being. American Psychologist. 55(1),  68-78.

Delgado-Gaitan, C., & Trueba, H. (1991). Crossing cultural borders: Education for immigrant families in America. London: Falmer Press.

Devaney, E., O’Brien, M. U., Resnik, H., Keister, S., & Weissberg, R. P. (2006). Sustainable schoolwide social and emotional learning (SEL): Implementation guide and toolkit. Chicago, IL: CASEL, University of Illinois at Chicago.

DiPaola, M. F., & Tschannen-Moran, M. (2001). Organizational citizenship behavior in schools and its relationship to school climate. Journal of School Leadership, 11, 424-447.

DePaoli, J. L., Atwell, M. N., Bridgeland, J. (2017). Ready to lead: A national principal survey on how social and emotional learning can prepare children and transform schools. Washington D.C.. Civic Enterprises.

DuFour, R., & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement.Bloomington, IN: National Educational Service and Alexandria, VA: Association of Supervision and Curriculum Development.

DuFour, R., Eaker, R., & DuFour, R. (2005). On common ground: The power of professional learning communities. Bloomington, IN: National Educational Service.

Dupper, D.R., M.T. Theriot, & S.W. Craun (2009). Reducing out-of-school suspensions: Practice guidelines for school social workers. Children & Schools, 31, 6-16.

Durlak, J.A., & DuPre, E.P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41(3–4), 327–350. doi: 10.1007/s10464-008-9165-0

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432. doi: 10.1111/j.1467-8624.2010.01564.x

Durlak, J. A., Weissberg, R. P., & Pachan, M. (2010). A meta-analysis of after-school programs that seek to promote personal and social skills in children and adolescents. American Journal of Community Psychology, 45, 294-309. doi:10.1007/s10464-010-93000-6

Dusenbury, L., Calin, S., Domitrovich, C., & Weissberg, R. (2015). What does evidence-based instruction in social and emotional learning actually look like in practice? A brief on findings from CASEL’s program reviews. Chicago, IL: CASEL. Retrieved from

Dweck, C. S. (2006). Mindset: The new psychology of success. New York, NY, US: Random House.

Dweck, C.S. (2010) Mind-sets and equitable education. Principal Leadership, 10(5), 26-29.

Dweck, C.S., Walton, G. M., & Cohen, G. L. (2011). Academic tenacity: Mindset and skills that promote long-term learning. Seattle, WA: Bill & Melinda Gates Foundation.

Easton, L. B. (2008). Powerful designs for professional learning. Oxford, OH: National Staff Development Council.

Elias, M. J., Leverett, L., Duffell, J. C., Humphrey, N., Stepany, C., & Ferrito, J. (2015). Integrated SEL with related prevention and youth development approaches. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 33-49). New York, NY: The Guilford Press.

Elias, M. J., O’Brien, M. U., & Weissberg, R. P. (2006). Transformative leadership for social-emotional learning. Principal Leadership, 7(4), 10-13.

Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T. et al. (1997). Promoting social and emotional learning: Guidelines for educators. Alexandria, VA: Association for Supervision and Curriculum Development.

Elliott, D. S., Wilson, W. J., Huizinga, D., Sampson, R. J., Elliott, A., & Rankin, B. (1996). The effects of neighborhood disadvantage on adolescent development. Journal of Research in Crime and Delinquency, 33, 389-426.

Fabelo, T., Thompson, M.D., Plotkin, M., Carmichael, D., Marchbanks, M.P. III, & Booth, E.A. (2011). Breaking schools’ rules: A statewide study of how school discipline relates to students’ success and juvenile justice involvement. New York, NY: Council of State Governments Justice Center.

Farrington, C.A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T.S., Johnson, D.W., & Beechum, N.O. (2012). Teaching adolescents to become learners. The role of noncognitive factors in shaping school performance: A critical literature review. Chicago: University of Chicago Consortium on Chicago School Research.

Fullan, M. (2010). All systems go: The change imperative for whole system reform. Thousand Oaks, CA: Corwin.

Fullan, M. (2011). Change leader: Learning to do what matters most. New York, NY: Wiley.

Gallup (2014). State of American schools. Gallup, Inc.

Gartner, A. and Riessman, F. (1994). Tutoring helps those who give, those who receive. Education Leadership, 52(3) 58–60.

Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press, Columbia University.

Gibbs, Jeanne (2006)  Reaching all by creating tribes learning communities. Windsor: CenterSource Systems.

Gottfredson, G.D., Gottfredson, D.C., Payne, A.A., & Gottfredson, N.C. (2005). School climate predictors of school disorder: Results from a national study of delinquency prevention in schools. Journal of Research in Crime and Delinquency, 42(4), 412-444.

Greenberg, M.T., Brown J.L., & Abenavoli, T.M. (2016). Teacher stress and health effects on teachers, students, and schools. University Park: PA: Edna Bennett Pierce Prevention Research Center, Pennsylvania State University. Retrieved from

Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredricks, L. et al. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58(6 & 7), 466-474. doi:10.1037/0003-066X.58.6-7.466

Hall, G. E., & Hord, S. M. (2015). Implementing change: Patterns, principles, and potholes (4th edition). Boston, MA: Allyn and Bacon.

Hallinger, Philip, & Heck, Ronald H. (2010). Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning. School Leadership & Management: Formerly School Organization, 30(2), 95-110.

Hammond, Z. (2014). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Thousand Oaks, CA: Corwin.

Harris, E., & Wilkes, S. (2013). Partnerships for learning: Community support for youth success. Retrieved from

Hattie, J., & Gan, M. (2011). Instruction based on feedback. In R.E. Mayer & P.A. Alexander (Eds.) Handbook of research on learning and instruction (pp. 249-271). New York, NY: Routledge.

Heikkinen, H. L., Jokinen, H., & Tynjälä, P. (Eds.). (2012). Peer-group mentoring for teacher development. New York, NY: Routledge.

Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: Southwest Educational Development Laboratory.

Hirsch, S. (2014). Staff agreements help nurture a positive working culture. EdWeek (Jan. 6, 2014). Retrieved from

Hollins, E.R. (1996). Culture in school learning. Mahwah, NJ: Lawrence Erlbaum.

Howard, T. C. (2003). Culturally relevant pedagogy: Ingredients for critical teacher reflection. Theory into practice, 42(3), 195-202.

Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201-233.

Jagers R. (2016). Framing social and emotional learning among African-American youth: Toward an integrity-based approach. Human Development, 59,1-3.

Jennings, P.A., & Greenberg M.T. (2009) The prosocial classroom: Teacher social and emotional competence in relation to student classroom outcomes. Review of Educational Research, 79(1), 491-525.

Jeynes, W. H. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education, 40(3), 237-269. doi: 10.1177/0042085905274540

Jeynes, W. H. (2011). Help families by fostering parental involvement. Phi Delta Kappan, 93(3), 38-39.

Johnson, D. W., & Johnson, R.  (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Book Company.

Johnson, D. W., Johnson, R., & Holubec, E. (2008). Cooperation in the classroom (8th Ed.). Edina, MN: Interaction Book Company.

Jones, E., Margolius, M., Rollock, M., Yan, C., Colem, M., & Zaff, J. (2018). Disciplined and disconnected: the experience of exclusionary discipline in Minnesota and the promise of non-exclusionary alternatives. Retrieved from

Jones, S., Bailey, R., Brush, K., & Kahn, K. (2018). Preparing for effective SEL implementation. Cambridge, MA: Harvard Graduate School of Education. Retrieved from

Jones, S., Bouffard, S., & Weissbound, R. (2013). Educators’ social and emotional skills vital to learning. Phi Delta Kappan, 92, 62-65.

Kagan, S., & Kagan, M. (2009) Kagan cooperative learning. San Clemente, CA: Kagan Publishing.

Kolb, A., & Kolb, D. (2009). On becoming a learner: The concept of learning Identity. In   D. Bamford-Rees et. al. (Eds.), Learning never ends: Essays on adult learning inspired by the life and work of David O. Justice. Chicago, IL: CAEL Forum and News.

Kupchik, A., & Ellis, N. (2007). The long-term effects of suspension and school security on the political and civic engagement of youth. Youth & Society, 47(1), 95-124.

Lambert, L. (2003). Leadership capacity for lasting school improvement. Alexandria, VA: Association for Supervision and Curriculum Development.

Lewis, C. (2015). What Is Improvement Science? Do We Need It in Education? Educational Researcher, 44(1), 54–61.

Louis, K. S., Leithwood, K., Wahlstrom, K. L., & Anderson, S. E. (2010). Learning from leadership: Investigating the links to improved student learning, Final Report to the Wallace Foundation. New York, NY: Wallace Foundation.

Mapp, K. L., Johnson, V. R., Strickland, C. S., & Meza, C. (2008). High school family centers: Transformative spaces linking schools and families in support of student learning. Marriage & Family Review, 43(3-4), 338-368. doi: 10.1080/01494920802073205

Marable, M. A., & Raimondi, S. L. (2007). Teachers’ perceptions of what was most (and least) supportive during their first year of teaching. Mentoring & Tutoring, 15(1), 25-37.

Marsh, J. A. (2012). Interventions promoting educators’ use of data: Research insights and gaps. Teachers College Record, 114(11), 1–48.

Marzano, R. J., & Marzano, J. S., (2003). The key to classroom management. Education Leadership, 61(1), 6-13

Marzano, R.J., Pickering, D.J.,& Pollock, J.E. (2001) Classroom instruction that works. Alexandria, VA: ASCD.

Meyers, D., Domitrovich, C., Dissi, R., Trejo, J., & Greenberg, M. (2019). Supporting systemic social and emotional learning with a schoolwide implementation model. Evaluation and Program Planning, 73, 53-61.

National Association of School Psychologists. ESSA and Multi-Tiered Systems of Support for decision-makers. (n.d.) Retrieved from

Oberle, E., Domitrovich, C. E., Meyers, D. C., & Weissberg, R. P. (2016). Establishing systemic social and emotional learning approaches in schools: A framework for schoolwide implementation. Cambridge Journal of Education, 46, 277-297. doi:10.1080/0305764X.2015.1125450

Okonofua, J., Paunesku, D., & Walton, G. (2016). A brief intervention to encourage empathetic discipline halves suspension rates among adolescents. Proceedings of the National Academies of Sciences, 113 (19), 5221-5226.

Onikama, D. L., Hammond, O.W., & Koki, S. (1998). Family Involvement in Education: A synthesis of research for Pacific educators. Honolulu, HI: Pacific Regional Educational Laboratory.

Osher, D., & Berg, J. (2017). “School Climate and Social and Emotional Learning: The Integration of Two Approaches.” Edna Bennet Pierce Prevention Research Center, Pennsylvania State University.

Osher, D., & Kendziora, K. (2010). Building conditions for learning and healthy adolescent development: Strategic approaches. In B. Doll, W. Pfohl, & J. Yoon (Eds.) Handbook of youth prevention science (pp. 121-140). New York, NY: Rutledge.

Park, S., Hironaka, S., Carver, P., & Nordstrum, L. (2013). Continuous improvement in education. Carnegie Foundation. Retrieved from

Patrikakou, E., & Weissberg, R. (2007). School-family partnerships and children’s social, emotional, and academic learning. In R. Bar-On, J. G. Maree & M. J. Elias (Eds.), Educating people to be emotionally intelligent (pp. 49–61). Westport, CT: Greenwood Publishing Group, Incorporated.

Patti, J., Senge, P., Madrazo, C., & Stern, R. (2015) Developing socially, emotionally, and cognitively competent school leaders and learning communities. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice. New York, NY: The Guilford Press.

Patti, J., & Tobin, J. (2003) Smart school leaders: Leading with emotional intelligence. Dubuque, IA: Kendall/Hunt.

PBIS. “PBIS FAQs.” (n.d.) Retrieved from

PBIS. “Tier 1 Supports.” (n.d.) Retrieved from

Perry, B. & Morris, E. (2014). Suspending progress: Collateral consequences of exclusionary punishment in public schools. American Sociological Review, 79(6), 1067-1087.

Peterson, S., Valk, C., Baker, A. C., Brugger, L., & Hightower, A. D. (2010). “We’re not just interested in the work”: Social and emotional aspects of early educator mentoring relationships. Mentoring & Tutoring: Partnership in Learning, 18(2), 155-175.

Raffaele Mendez, L. M. (2003). Predictors of suspension and negative school outcomes: A longitudinal investigation. New Directions for Youth Development, 99, 17–33.

Reeves, D. B. (2006). The learning leader: How to focus school improvement for better results. Alexandria, VA: ASCD.

Reschly, A. L., & Christenson, S. L. (2012). Moving from “Context Matters” to engaged partnerships with families. Journal of Educational & Psychological Consultation, 22(1-2), 62-78.

Rock, D. (2008) SCARF: A brain-based model for collaborating with and influencing others. NeuroLeadership Journal, 1.

RTI Network. “What’s your plan? Accurate decision making within a Multi-Tier System of Supports: Critical areas in Tier 1. (n.d.). Retrieved from

Schaps, E., Battistich, V., & Solomon, D. (1997). School as a caring community: A key to character education. In A. Molnar (Ed.), The construction of children’s character, part II: 96th yearbook of the National Society for the Study of Education. Chicago: University of Chicago Press.

Schaps, E., Battistich, V., & Solomon, D. (2003). Community in school as key to student growth: Findings from the Child Development Project. In J. Zins, R. Weissberg, M. Wang, & H. Walberg (Eds.), Building academic success on social and emotional learning: What does the research say? (pp. 189–205). New York: Teachers College Press, 2004. Retrieved from

Schonert-Reichl, K. (2017).  Social and emotional learning and teachers. Future of Children, 27(1), 137-155. Retrieved from

Shakman, K., Bailey, J., & Breslow, N. (2017). A primer for continuous improvement in schools and districts. Retrieved from

Siegel, D., & Bryson, T. (2016). The Whole-Brain Child: 12 Revolutionary Strategies to Nurture Your Child’s Developing Mind. Vancouver, BC: New Langara College.

Skiba, R.J., Chung, C.G., Trachok, M., Baker, T. L., Sheya, A., Hughes, R.L. (2014) Parsing disciplinary disproportionality: Contributions of infraction, student, and school characteristics to out-of-school suspension and expulsion. American Educational Journal. 51(640). Retrieved from

Skiba, R., & Peterson, R., (1999). The dark side of zero tolerance: Can punishment lead to safe schools? The Phi Delta Kappan 80(5), 372-382.

Sklad, M., Diekstra, R., De Ritter, M., & Ben, J. (2012). Effectiveness of school-based universal social, emotional, and behavioral programs. Do they enhance students’ development in the area of skill, behavior, and adjustment? Psychology and Schools, 49, 892-909. doi: 10.1002/pits.201641

Snyder, J., & Patterson, G. (1987). Family interaction and delinquent behavior. In H. C. Quay (Ed.), Handbook of juvenile delinquency(pp. 216-243). New York: John Wiley.

Solomon, D., Battistich, V., Watson, M., Schaps, E., & Lewis, C. (2000). A six-district study of educational change: Direct and mediated effects of the Child Development Project. Social Psychology of Education, 4, 3–51.

Staats, C. (2015) Understanding implicit bias: What educators should know. American Educator.

Steele, D. M., & Cohn-Vargas, B. (2013). Identity safe classrooms: Places to belong and learn. Thousand Oaks, CA: Corwin, a Sage Company.

Steinberg, M. P., Allensworth, E., & Johnson, D. W. (2011). Student and teacher safety in Chicago Public Schools: The roles of community context and school social organization. Chicago, IL: Consortium on Chicago School Research at the University of Chicago Urban Education Institute.

Taylor, R., Oberle, E., Durlak, J., & Weissberg, R., (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88 (4). 1156–1171.

Tolan, P.., & Woo, S. (2009). Moving forward in school-family partnerships in promoting student competence: From potential to full impact. In S. L. Christenson & A. L. Reschly (Eds.), Handbook of school-family partnerships (pp. 473–501). New York, NY: Routledge.

Toldson, I., McGee, T., & Lemmons, B. (2013) Reducing suspension among academically disengaged black males. Howard University. Retrieved from:

U.S. Department of Education Office for Civil Rights. (2016). 2015-2016 Civil Rights Data Collection. Retrieved from

Wayman, J. C., & Jimerson, J. B. (2014). Teacher needs for data-related professional learning. Studies in Educational Evaluation, 42(0), 25–34.

Wayman, J. C., & Stringfield, S. (2006). Technology-supported involvement of entire faculties in examination of student data for instructional improvement. American Journal of Education, 112(4), 549–571.

Weissberg, R. P, Durlak, J. A, Domitrovich, C. E, & Gullotta, T. P. (2015). Social and emotional learning: Past, present, and future. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 3-19). New York: The Guilford Press.

Weissberg, R., Durlak, J., Domitrovich, C., & Gullotta, T. (2016) Why social and emotional learning is essential for students [web log post]. Retrieved from

Wiggins, G. & McTigh, J. (2011). The understanding by design guide to creating high-quality units. Alexandria, VA: ASCD.

Yeager, D., Dahl, R., & Dweck, C. (2018). Why programs to influence adolescent behavior often fail but could succeed. Perspectives on Psychological Science, 13, 101-122.

download Back to Top