Bridgeland & Bruce – The Missing Piece – importance of social and emotional learning

Bridgeland and Bruce’s summary of their ideas, based upon their analysis of prior research, supports other educational psychologists’ research on the role of attitudes, habits and traits that enhance academic performance and lifelong or workforce success. I noted that they cited the work of Joseph Zins and his colleagues, on social and emotional learning (SEL), a concept not often explored in teacher education courses or professional development sessions for in-service teachers.
Joseph Zins, a faculty member in the Special Education Department at the University of Cincinnati, died suddenly (spring 2006) while writing additional articles on this very topic. He happened to be a member of my doctoral committee at the time. In the interim, I have also read the research on self-regulation strategies, of Barry Zimmerman (CUNY Graduate Center), Lynn Corno (Teachers College), Dale Schunk, and other Canadian and European researchers. They also provide evidence of how self-regulation strategies enhance students’ academic success and completion of tasks with desirable outcomes.
It would be ideal for more teacher education programs to introduce future teachers to these concepts and strategies, considering how the business community and stakeholders are valuing skills that self-regulation and social and emotional learning nurture (collaboration, problem solving, project management, creativity, communication).


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