Overview

Establishing a student-centered classroom environment where learning puts students' interests first is essential for middle school students to learn and thrive. Student success does not simply rely on instruction; it relies on external factors such as school and classroom climate, positive relationships with their teachers and other adults, and a strong sense of belonging with their peers. The young adolescent learner is at a turning point where the need for love, belonging, and acceptance is heightened. Research studies indicate that large percentages of students lack social-emotional competence and believe their teachers do not care about them. Social-emotional learning skills are vital for young adolescents, as are 21st century skills and competencies to prepare them for an information- and technology-driven world. Aligning Social-Emotional and 21st Century Learning in the Classroom: Emerging Research and Opportunities shows teachers practical ways to combine the skills that young adolescents need (social-emotional) and the 21st century skills that they learn to create a culture of success in their middle school classrooms. This book also provides examples of education technologies that teachers can use to promote 21st century learning in their classroom. Highlighting a wide range of topics such as communication skills, critical thinking, social media, and emotional intelligence, this book is crucial for teachers, school administrators, instructional designers, K-12 educators, curriculum developers, academicians, researchers, and students.

Full Product Details

9781799881186

Table of Contents

Reviews

Author Information

Linda B. Pincham is Associate Professor Emerita, Roosevelt University, College of Education. Illinois. For over twenty years at Roosevelt, she taught students preparing to become middle and high school teachers and served as chair in secondary education. Prior to joining the university, she taught English language arts at the middle and high school level for thirteen years and was a middle school assistant principal and principal for eleven years. Dr. Pincham has focused her work on the adolescent learner. She directed a special program at Roosevelt for adolescent girls, GO-GIRL, to promote adolescent girls’ interest in STEM. She has published articles on adolescent learning, instructional strategies in the middle school classroom, and first-year experiences of minority college students. She has also presented at numerous state, regional, national, and international conferences. Dr. Pincham completed her undergraduate degree in English at Virginia State University, received her master’s degree in educational administration and supervision from George Mason University, and earned an Ed.D. in educational administration from Virginia Tech. Although retired, Dr. Pincham’s research interests remain in the roles that teachers and school leaders play in the developmental needs of the young adolescent. Becky McTague is Professor Emerita, Roosevelt University, College of Education. Dr. McTague has more than 30 years of experience teaching, ranging from elementary schools to university level student in language and literacy. Her experiences include trainer for Reading Recovery, primary teacher in Illinois, Oklahoma, and England; and reading specialist/coach for several public-school districts. Over the past 10 years, she has directed many local grants as well as worked on federal grants focused on school improvement. Her current research interests include teacher development, struggling readers, best practices in literacy for all students, school change especially in urban setting, and supporting English language learners. Dr. McTague is also the co-author of The New Balanced Literacy School: Implementing Common Core and Formative Assessment in the New Balanced Literacy Classroom m.

Tab Content 6

Customer Reviews

Recent Reviews

Countries Available