Overview

This landmark volume is essential reading for math and science teachers who are eager to find creative and stimulating ways to engage students' interest and to boost their academic performance. A stellar group of contributors, including both psychologists and teachers, outlines the principles of social emotional learning (SEL) that educators can follow to help all students to achieve in the math and science classroom. Focusing on inner-city schools and the particular needs of African American students, the text:

  • Presents a substantial body of empirical research, including findings of the Third International Math and Science Study
  • Builds on what we already know about social and emotional factors in learning and applies it to the math and science curriculum, shedding new light on ways to help young people succeed academically
  • Features many examples of successful math and science instruction that teachers can incorporate into their own classrooms
  • Covers key topics, such as youth development, connecting with students, math and science readiness and policy, developmental pathways to achievement, success for minority students, equity and excellence, preparing students for the future, and corporate partners in the classroom

What Was Said About the Book

"As policymakers, education leaders, teachers, and other stakeholders reform K-12 education, they should consider the framework used in this book."
—Terry Pickeral, Executive Director, National Center for Learning and Citizenship, Education Commission of the States

"With reports on a variety of creative programs and with action plans for the future, this book will be welcomed by all who wish to enhance the gifts that educators bring to and evoke in young people who are the future of our world."
—James P. Comer, MD, Yale School Development Program

"This volume is timely since educators are now adopting more humanistic perspectives on the nature of mathematics, and teachers are looking for ways to create classroom environments that are conducive to inquiry, open discourse, and collaboration."
—Joe Garofalo, Co-Director of the Center for Technology and Teacher Education, University of Virginia

"The successes discussed in this book underscore the necessity of taking social and emotional learning into account when building a curriculum, delivering instruction, and conducting staff development. This research is compelling and encouraging and should be read by all educators."
—Jerry D. Weast, Superintendent of Montgomery County Public Schools