Handbook of Prosocial Education

by Philip M. Brown (Editor), Michael W. Corrigan (Editor), Ann Higgins-D'Alessandro (Editor)

Overview

Handbook of Prosocial Education is the definitive theoretical, practical, and policy guide to the prosocial side of education, the necessary second side of the educational coin. Academic teaching and learning are the first side of education; however, academic success depends upon the structures and support of prosocial educational efforts from promoting positive school climate to fostering student and teacher development to civic literacy and responsible and critical citizenship participation. The Handbook of Prosocial Education chapters, written by highly-respected researchers and outstanding educators, represent the wide range of research-based prosocial interventions from pre-school through high school. The chapters explore and explain how prosocial education helps teachers create effective classroom learning environments to support the development of the whole student, principals encourage positive school climate, and superintendents work to improve the health and well-being of their systems. As readers will learn, when done well, prosocial education develops the capacities and competencies of students, teachers, and school administrators that lead to a more autonomous, positive self-concept, greater sense of purpose, more socially responsible behaviors, and increased connections between families, schools, and communities.
This book pulls together in one place for the first time the various threads that create the prosocial education tapestry, making a compelling case for the necessity of changing national educational policy that continues to be ever-more oriented to only the academic side of the educational coin, thus jeopardizing the foundational and historic purpose of educating our children for their full human development and participation in our democracy.

Product Details

ISBN-13:	9781442211216
Publisher:	Rowman & Littlefield Publishers, Inc.
Publication date:	10/12/2012
Sold by:	Barnes & Noble
Format:	eBook
Pages:	868
File size:	4 MB

About the Author

List of Contributors:
Wolfgang Althof, Karen Mariska Atkinson, Maya Falcon Aviles, Nick Axford, Betty Bardige, Joyce A. Barnes, Dennis J. Barr, Anna Bateman, Jim Bentley, Marvin W. Berkowitz, Sheldon H. Berman, Melinda C. Bier, Elena Bodrova, Satpal Boyes, Margaret Stimmann Branson, Trish Broderick, Fay E. Brown, Philip M. Brown, Vanessa Camilleri, Florence Chang, Jonathan Cohen, James P. Comer, Maureen Connolly, Michael W. Corrigan, E. Janet Czarnecki, Lisa De Bellis, Ms. Teresita Saracho de Palma, Joyce A. DeVoss, Maurice J. Elias, Connie Flanagan, Brian Flay, Erin Gallay, Karen Geller, Larissa K. Giordano, Colette Gosselin, Maughn Gregory, Michelle E. Grimley, Doug Grove, Scott Hall, Heidi L. Hallman, Deborah Hecht, Ann Higgins-D’Alessandro, Jennie Hine, Cheryl Hopkins, Anne-Marie Hoxie, Jill L. Jacobi-Vessels, Patricia A. Jennings, Amy Johnston, Bridget Kerrigan, Yael Kidron, Denise C. Koebcke, Tony Lacey, Jennifer Lane, Ann Larson, Minna Lehtonen, Ricardo Lopez, Vonda Martin, Jennifer McElgunn, Tinia R. Merriweather, Johncarlos M. Miller, Laura C. Morana, Jacqueline A. Norris, Judith Nuss, Mary Utne O’Brien, Monique Tjan Ohashi, David Osher, Kristen Pelster, Laura J. Pinger, Ann Marie R. Power, F. Clark Power, Joan Reubens, Howard Rodstein, Robert W. Roeser, Judy Rosen, Kimberly A. Schonert-Reichl, Alesha D. Seroczynski, Christine Sherretz, Chris Smith, Frank J. Snyder, Susan Stillman, Betty W. Straub, Michael Swartz, Sandy Swartz, Janet E. Th ompson, Ross A. Thompson, Janet Urbanski, Dorothy J. Veith, Philip Vincent, Becky Wilson, Abby C. Winer, Jose C. Zamora

About the Authors:
Philip M. Brown is former director of the Center for Social and Character Development and fellow at the Center for Applied Psychology at Rutgers University. He also serves as senior consultant for the National School Climate Center.

Michael W. Corrigan is associate professor of educational psychology, human development, and research methods at Marshall University, where he also serves as director of research for the College of Educations.

Ann Higgins-D’Alessandro is professor of psychology and former director of the Applied Developmental Psychology Graduate Program at Fordham University. She also serves as director of Development for the international Association for Moral Education.

Table of Contents

Preface - 1 Pacific Institute for Research and Evaluation
Preface -2 Co-editors + Acknowledgements
Foreword - Nel Noddings

PART 1: Defining Prosocial Education

Chapter 1: The Second Side of Education: Prosocial Development
Chapter 2: Prosocial Education's History
Chapter 3: The History and Direction of Research on Prosocial Education
Chapter 4: The Practice of Prosocial Education
Chapter 5: Prosocial Education: Applied Theory in Action

PART II: Prosocial Education: Evidence and Practice

Chapter 6: Character Education: A Primer on History, Research and Effective Practices
Case Studies: a. Francis Howell Middle School, Missouri
b. The Jefferson Way
Chapter 7: Civic Education and Prosocial Behavior
Case Studies:a. Project Citizen
b. Civic Environmentalism: Social Responsibility for Public Resources
Chapter 8: Moral Education
Case Studiesa. Philosophy as Prosocial Education
b. Reading for Life
c. The “A” School: Democracy and Learning
Chapter 9: School Climate and Culture Improvement: A Prosocial Strategy that Recognizes, Educates, and Supports the Whole Child and the Whole School Community
Case Studies:a. School Climate: The Roadmap to Student Achievement
b. School Climate Reform at Upper Merion Area Middle School
Chapter 10: The Case for Prosocial Education: Service-Learning as Community Building
Case Studies:a. Service Learning Success in Philadelphia
b. Service-Learning in Mineola High School
c. Service Learning in Practice: Lake Riviera MiddleSchool
Chapter 11: Social and Emotional Learning and Prosocial Education:
Theory, Research, and Programs
Case Studiesa. Implementing the PATHS Program in Birmingham, UK
b. Roots of Empathy
c. The Missing Piece in Schooling: Social and Emotional Learning
Chapter 12: Supporting Educational Goals through Cultivating Mindfulness:
Approaches for Teachers and Students
Case Studies:a. Learning to BREATHE,
b. Implementing the Cultivating Awareness and Resilience in Education Program (CARE)
Chapter 13: Positive Youth Development
Case Studies:a. Integrating Six Developmental Pathways in the Classroom: The Synergy between Teacher and Students
b. Children First: It Starts with You
c. Positive Youth Development: Positive Action at Farmdale Elementary School
Chapter 14: Prevention of Harassment, Intimidation and Bullying
Case Studies: a.Lynch Elementary School Bullying Prevention Program
b. Team LEAD—Leadership, Empathy, Accountability, and Discussion:
Addressing Social Aggression through Bystander Leadership Groups
c. Building a Bullying Prevention Program from the Ground Up:
Students as the Key
Chapter 15: Establishing the Foundations: Prosocial Education in Early Childhood Education
Case Studies:a. The Early Learning Campus
b. Implementing an Evidence-Based Preschool Program: A Superintendent’s Perspective on Tools of the Mind
N. Chapter 16: After School as a Context for Prosocial Education
Case Studies:a. The Core Five Essentials: A Prosocial Application in After-School Settings
b. The Committee for Hispanic Children and Families After-School Program at PS/MS 279.
Chapter 17: Building a Prosocial Mindset in Education in Teacher and Administrator Preparation Programs
Case Studies:a. Developing Emotionally Intelligent School Counselors for the Prosocial Classroom
b. Leading in the Middle: A Tale of Prosocial Education Reform
in Two Principals and Two Middle Schools
c. Prospective Teachers’ Work with Homeless Youth:
Articulating the Value of Service Learning in Teacher Education
P. Chapter 18: Multicultural Education as Prosocial Education
Case Studies:a. Facing History and Ourselves
b. Educating American Indian Children: Creating a Prosocial Context

PART 3: Voices from the Field: Who Does Prosocial Education and How Do they Do It?

Chapter 19:The District Superintendent's Role in Supporting Prosocial Education
Chapter 20: The School Principal's Role in Planning and Organizing Prosocial Education
Chapter 21: The School Specialist's Role as a Champion for Prosocial Education
Chapter 22: The Teacher's Role in Implementing Prosocial Education

PART 4: Summary & Recommendations

Chapter 23: A Body of Evidence
Chapter 24: Prosocial Education: Weaving a Tapestry to Support Policy and Practice

Author Profiles

Editorial Reviews

This comprehensive book reports the scholarship of dozens of American education experts to offer a new course of action for America’s struggling schools. As a call to action, this book encourages each of us to remember that our schools enshrine our national values and must support the development of engaged young citizens. In the context of broad education reform, the emphasis on prosocial learning is a strategic force multiplier for numerous other reform agendas. Detailing the core mission of education as the cornerstone of a healthy democracy, this book is a foundational  text for any educator or policy maker who seeks to improve the perilous state of America’s education environment.

David M. Abshire

This magnum opus provides an important and timely vision of quality education that prepares students to be knowledgeable, responsible, caring, and contributing citizens. Leading scientists and educators have contributed chapters that are scholarly, research-based, and practical. This landmark volume will shape education research, practice, and policy for years to come!

Roger P. Weissberg

This handbook is a much-needed comprehensive volume that brings together the compatible components of research and practical experience on how to foster prosocial growth in children and adolescents. For far too long the considerable body of knowledge about how to foster positive social and moral growth in students has remained scattered about in research reports and books often with little communication across disciplines or research groups. In part this is because of genuine differences in goals and orientations. Those differences have masked congruent discoveries and shared practices that can bring great benefits to our schools and children. Kudos to this team of editors for seeing beyond ideology and theory to provide us with access to the shared wisdom that has emerged from the work of leading scholars and practitioners – even when they are not always aware of their own compatibility. This is an invaluable resource for school leaders seeking to make use of “what works” to support the growth of caring responsible citizens, and young scholars seeking to build on the progress that has been made in understanding children’s prosocial development.

Larry Nucci