www.srcd.org

2012 Use of Research Evidence RFP Released

The William T. Grant Foundation is pleased to announce our fourth Request for Proposals (RFP) on Understanding the Acquisition, Interpretation, and Use of Research Evidence in Policy and Practice. This purpose of the RFP is to help us better understand how research evidence is acquired, interpreted, and used in policy and practice that affect youth. The next deadline for letters of inquiry is April 3, 2012

Call for Papers
Conference: “Inequality across Multiple Generations”
September 13-14, 2012 in Ann Arbor, Michigan

The Panel Study of Income Dynamics and the Survey Research Center at the University of Michigan announce a call for papers that contribute to our understanding of inequality dynamics across multiple (at least three) generations. Proposed papers must study social, economic, demographic, or health outcomes and include at least three generations of families. We encourage empirical contributions that make use of the PSID data but also welcome contributions based on other data sources, including non-U.S. and administrative data, as well as relevant methodological contributions.

Paper proposals must be submitted by April 1, 2012.
All relevant details can be found at http://psidonline.isr.umich.edu/Publications/Workshops/Multigen2012_CfP.pdf
For additional administrative questions please contact Patty Hall (pathall@umich.edu)

LINDA EGGENBERGER
Panel Study of Income Dynamics
426 Thompson St., 3200 ISR
Ann Arbor MI  48104
(734) 764-0524 (ph)
(734) 936 3809 (fax)
http://psidonline.isr.umich.edu/

Call for Papers
Special Issue: Social and Emotional Learning in Early Education
Early Education and Development

Guest Editors: Susan E. Rivers & Marc A. Brackett

Background

The goal of this special issue is to explore more deeply the role of social and emotional learning (SEL) in the development of 3- to 6-year-olds and programming efforts in classroom settings. SEL involves the acquisition of knowledge and the development of skills related to self- and social awareness, responsible decision making, self-management, and relationship management (Elias et al., 1997; Zins, Bloodworth, Weissberg, & Walberg, 2004). Over the last two decades, numerous programs have been developed to promote SEL among children. SEL programs are designed to complement existing school curricula by teaching the social and emotional skills that contribute to better social and emotional adjustment and higher academic achievement. A recent meta-analysis of 207 studies examining the effects of SEL programs revealed that students enrolled in such programs perform significantly better in school and on standardized tests compared to non-participating students (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). This special issue will explore research, practice, and policy implications for SEL during the early childhood years.

Suggested topics include:

•  Examinations of links between SEL and social and emotional development, cognitive development, and outcomes such as school readiness, social competence, and health
• Unique challenges and strategies for quality implementation of SEL programs in early education
• Methods for assessing SEL in early childhood and testing short- and longer-term impacts of SEL programs delivered in early education
•  Active ingredients of effective SEL programming in early education
• Best practices for SEL professional development for teachers
• Role of the family in promoting SEL
• State-wide initiatives for addressing SEL in young children
• Integration of SEL programming into existing early education curricula: Challenges and opportunities
• Teacher practices and characteristics that promote SEL in young children
• Role of teachers’ emotional competence/emotional intelligence in promoting the social and emotional development of young children

We invite both theoretical and empirical papers that draw on qualitative or quantitative data, as well as articles linking practice to policy.

Submissions

Please submit a blinded manuscript at http://www.editorialmanager.com/eed/.  In the cover letter please specify that your manuscript is being submitted for the Special Issue: Social and Emotional Learning in Early Education.

Submissions will follow the journal’s regular blind review process. The guest editors and journal editor will make the final acceptance decisions. Manuscripts must strictly conform to the formatting and writing style requirements of the APA Publication Manual (6th edition). Accepted manuscripts that are not included in the special issue (due to space restrictions) will be published in a future issue of the journal.

Inquiries regarding this special issue should be directed to Dr. Susan Rivers (susan.rivers@yale.edu).

Submission deadline: June 1, 2012. Publication of this special issue is scheduled for October 2013. 

Schedule

References

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432. doi: 10.1111/j.1467-8624.2010.01564.x

Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., . . . Shriver, T. P. (1997). Promoting social and emotional learning: Guidelines for educators. Alexandria, VA: Association for Supervision and Curriculum Development.

Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2004). The scientific base linking social and emotional learning to school success. In J. E. Zins, R. P. Weissberg, M. C. Wang & H. J. Walberg (Eds.), Building academic success on social and emotional learning: What does the research say? (pp. 3-22). New York: Teachers College Press.