scholarly journals A Picture Book Is Worth a Thousand Words: Building a Character Literacy Library

2021 ◽  
Vol 19 (1) ◽  
pp. 16
Author(s):  
Mary Katherine Duncan
Keyword(s):  
Character Education ◽  
Risk Behaviors ◽  
Picture Book ◽  
Emotional Functioning ◽  
Department Of Education ◽  
School Outcomes ◽  
Social Emotional ◽  
Purpose Of Education ◽  
Social Emotional Functioning ◽  
The U.S

According to the U.S. Department of Education, character education refers to teaching “the habits of thought and deed that help people live and work together as families, friends, neighbors, communities, and nations.”Character education has long been viewed as an essential part of the mission of schools, and some have even suggested that it may be the primary purpose of education in the future. In addition, meta-analytic studies have linked character education to decreased risk behaviors, increased prosocial behaviors, favorable school outcomes, and healthy social-emotional functioning.

Examining transactional relations between behavioral self-regulation and social-emotional functioning during the transition to kindergarten.

2021 ◽  
Vol 57 (12) ◽  
pp. 2093-2105
Author(s):  
Sara A. Schmitt ◽  
Jennifer K. Finders ◽  
Robert J. Duncan ◽  
Irem Korucu ◽  
Lindsey M. Bryant ◽  
...  
Keyword(s):  
Emotional Functioning ◽  
Self Regulation ◽  
Social Emotional ◽  
Transition To Kindergarten ◽  
Social Emotional Functioning

Assessment Strategies I

2010 ◽  
pp. 29-41
Author(s):  
Rosemary Flanagan ◽  
Jeff A. Miller
Keyword(s):  
Academic Achievement ◽  
School Psychologists ◽  
Adaptive Functioning ◽  
Emotional Functioning ◽  
Behavioral Observation ◽  
Psychoeducational Assessment ◽  
Case Conceptualization ◽  
Social Emotional ◽  
Social Emotional Functioning ◽  
Assessment Strategies

Chapter 3 outlines the typical approach to psychoeducational assessment used by school psychologists and discusses the implications of this approach to case conceptualization. It then covers current measures commonly used in psychoeducational assessment across the domains of cognitive, academic achievement, and social-emotional functioning, including projective or performance-based measures, as well as tests and test batteries, behavioral observation, interviews, performance-based measures, adaptive functioning, and neuropsychological assessment. It concludes with a discussion of current controversies about the strengths and weaknesses of psychoeducational assessment.

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