Editorial CONTENTS
Volume 2, Issue 2
ALL OF US, but especially children, live in a social and emotional world, and our ability to
cope with school and life has a lot to do with our ability to respond appropriately in social
4–5 Social and emotional
circumstances and interpret emotions and motivations.
learning programs that work
Students who can work productively with others, solve interpersonal problems in peaceful
Joseph Durlak and Roger Weissberg
ways, and maintain motivation in the face of challenge and disappointment, are likely to be
6–7 Long-term effects of social
successful in whatever they do and contribute to society. Students with good social skills,
development intervention
self-esteem, and emotional regulation, are also more likely to achieve their full potential
Rick Kosterman, Kevin Haggerty,
academically, be able to work in groups and learn from their peers, and maintain motivation.
and J. David Hawkins
Such students are likely to avoid delinquency, drug abuse, and early sexuality.
In recent years, great strides have been made in understanding how to improve social and 8–9 Will PATHS lead to the 4th ‘R’?
emotional outcomes in elementary, middle, and high schools. This research provides well-
Michael Little and Cheryl Hopkins
founded suggestions for ways teachers and other educators can create classrooms in which
pro-social behaviors and emotional regulation are likely to be developed. This research,
10–11 The Responsive Classroom
®

presented by top international researchers in this issue of Better, provides both practical
approach for improving
interactions with children
insights and a real challenge: If we know how to enhance social-emotional growth in our
Sara Rimm-Kaufman
schools, then we must use what we’ve learned to benefi t our children.
Robert Slavin
12–13 Implementing school-wide
Editor-in-Chief
social and emotional learning
Director of the Institute for Effective Education
Peter Ji and Roger Weissberg
Director of the Center for Research and Reform in Education
14–15 SEL: The history of a research
Better: Evidence-based Education is published three times a year by the Center for Research and
practice partnership
Reform in Education at Johns Hopkins University, and the Institute for Effective Education at the
Lawrence Aber
University of York, UK ©IEE 2010
Phone: 410-616-2444 Email: thebee@bestevidence.org ISSN: 2041-921X
16–17 Leading for Solutions:
Embedding SEL into school culture
UK Editor: Jonathan Haslam UK Writer: Jeannette Bollen-McCarthy
U.S. Editor/Writer: Beth Buckheit Design: Cambridge Publishers Limited
Barbara Haxby Brady
The views and opinions expressed in Better are those of the authors, and do not necessarily refl ect
those of the University of York, Johns Hopkins University, or our sponsors.
18–19 The broader picture
Fay Brown, Christine Emmons,
Copies of Better are available online at www.betterevidence.org
and James Comer
Peter Ji & Roger Weissberg Rick Kosterman
20–21 How a changing society
Peter Ji, Research Assistant Professor Research scientist at the Social
and Roger Weissberg, Distinguished Development Research Group,
changes SEL
Professor, at the Department of School of Social Work, University of
Eric Schaps
Psychology at the University of Illinois Washington.
at Chicago.
22–23 Rebuilding ESEA with the
tools of regulation
Michael Little Cheryl Hopkins
Lauren Gibbs
Co-Director of The Social Research Birmingham City Council’s Director
Unit, based at Dartington in the for Strategy and Commissioning. 24–25 Evidence in the news
UK. He is also a faculty associate
at Chapin Hall at the University of
26–27 Latest research
Chicago.
Sara Rimm-Kaufman Lawrence Aber
Associate Professor of Education at Distinguished Professor of Applied
the Curry School of Education at the Psychology at New York University.
We are part of
University of Virginia.
a movement.
Promethean is pleased to sponsor
Barbara Haxby Brady Fay Brown
The Institute for Effective Education's
Vice President of Professional Associate Research Scientist at
"Better" to promote effective practices
Development for the Success for All the Yale Child Study Center and
Foundation. Director of Child and Adolescent
for teachers and learners.
Development for the Comer
Process.
Join over 400,000 members
at www.PrometheanPlanet.com
Eric Schaps Joseph Durlak
Founder and President of the Professor of Psychology at Loyola
Developmental Studies Center in University Chicago with a major
Oakland, California. interest in mental health promotion
and prevention programs for
children and adolescents.
winter 2010 Better: Evidence-based Education 3
Better(US)Win10 pp02-03 Contents.indd 3 4/3/10 10:27:40
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