Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.11889/6373
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dc.contributor.authorAbdel Razeq, Anwar Husseinen_US
dc.date.accessioned2020-04-21T12:32:42Z-
dc.date.available2020-04-21T12:32:42Z-
dc.date.issued2020-
dc.identifier.citationHussein, A. (2020). Social and Emotional Learning in Palestinian K-12 Schools. In Carmel Cefai, Dominic Regester, Leila Akoury Dirani (Eds.). Social and emotional learning across the Mediterranean: Perspectives, approaches and practices. Netherlands, Brill Publishers.en_US
dc.identifier.urihttp://hdl.handle.net/20.500.11889/6373-
dc.description.abstractSocial and Emotional Skills (SES) are of paramount significance for nurturing and educating schoolchildren, adolescents and adults. SES skills such as self-awareness, social awareness, self-regulation, responsible decision-making and relationship skills, could be nurtured and developed through childhood, adolescence and beyond (Jones and Bouffard, 2012). Further, Goodman et al, (2015) concluded that social and emotional skills have substantial positive influence on students’ health, well being and academic success. Having said that this chapter will trace and map how social and emotional learning in Palestinian K-12 schools is implemented and practiced. First, the author will discuss and analyze the Palestinian education policy on social and emotional learning. That is, he will investigate the ways in which the Palestinian Education System design, implement and practice social and emotional learning at its K-12 schools. Second, how the approaches that the Palestinian education system follows to implement social and emotional learning at schools shape students learning experience and academic achievement will be described thoroughly. Third, the challenges that Palestinian educators encounter in implementing social and emotional learning programs will be discussed. Fourth, the author will report on the effectiveness of such approaches on children and young people in developing the core skills of emotional and social learning. Finally, recommendations for improving social and emotional learning at the Palestinian K-12 schools will be suggested.en_US
dc.language.isoenen_US
dc.publisherBrill|Sense Academic Publishersen_US
dc.subjectSocial and Emotional Learning, Civic Education,en_US
dc.subjectEducation - Curricula - Palestine - 21st centuryen_US
dc.subjectSocial learning - Palestineen_US
dc.subjectService learning - Palestineen_US
dc.subjectReligious education - Palestineen_US
dc.subjectNative language and education - Palestineen_US
dc.subjectCurriculum planning - Palestineen_US
dc.subjectCurriculum evaluation - Palestineen_US
dc.titleSocial and emotional learning in Palestinian K-12 schoolsen_US
dc.typeBook chapteren_US
dcterms.creatorAnwar Abdel Razeqen_US
newfileds.departmentEducationen_US
newfileds.item-access-typeopen_accessen_US
newfileds.thesis-prognoneen_US
newfileds.general-subjectSocial Sciences | العلوم الإنسانيةen_US
item.grantfulltextopen-
item.languageiso639-1other-
item.fulltextWith Fulltext-
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