Joseph E Zins
Biographic Data
| ID | 3428095 |
|---|---|
| NAME | Joseph E Zins |
| GIVEN NAMES | Joseph E |
| FAMILY NAME | Zins |
| SIGNATURE | ZINS J E |
| AFFILIATIONS | University of Cincinnati |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 180 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 2007 |
| H-INDEX | 1 |
The Scientific Base Linking Social and Emotional Learning to School Success
Schools will be most successful in their educational mission when they integrate efforts to promote children's academic, social, and emotional learning (Elias et al., 1997). There is general agreem...
Social and Emotional Learning: Promoting the Development of All Students
High-stakes tests. Substance abuse. Suicide. Academic standards. Delinquency. Media and technology. Teacher retention. Interpersonal violence. Dropouts. Changes in families. The list of issues faci...
Teacher Perceptions of the Emotional and Behavioral Functioning for Children Experiencing Homelessness
Identifying educational interventions for and teacher perceptions of children experiencing homelessness are important issues for the long-term well being of these children. This study examined relations among classroom behaviors, mothers' reports of academic achievement, and teacher perceptions of behavioral and emotional functioning for a group of elementary school-aged African American children experiencing homelessness. Results of regression a…
Implementation, Sustainability, and Scaling Up of Social-Emotional and Academic Innovations in Public Schools
Many attempts at bringing successful educational programs and products “to scale” as part of school reform, particularly in urban districts, have been disappointing. Based on the experiences of the Collaborative for Academic, Social, and Emotional Learning (CASEL) and reviews of literature addressing implementation failures, observations about failures to “scale up” are presented. These include persistent structural features in educational settin…
Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning
A comprehensive mission for schools is to educate students to be knowledgeable, responsible, socially skilled, healthy, caring, and contributing citizens. This mission is supported by the growing number of school-based prevention and youth development programs. Yet, the current impact of these programs is limited because of insufficient coordination with other components of school operations and inattention to implementation and evaluation factor…
Has consultation achieved its primary prevention potential
Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning
A comprehensive mission for schools is to educate students to be knowledgeable, responsible, socially skilled, healthy, caring, and contributing citizens. This mission is supported by the growing number of school-based prevention and youth development programs. Yet, the current impact of these programs is limited because of insufficient coordination with other components of school operations and inattention to implementation and evaluation factor…
Has consultation achieved its primary prevention potential
Implementation, Sustainability, and Scaling Up of Social-Emotional and Academic Innovations in Public Schools
Many attempts at bringing successful educational programs and products “to scale” as part of school reform, particularly in urban districts, have been disappointing. Based on the experiences of the Collaborative for Academic, Social, and Emotional Learning (CASEL) and reviews of literature addressing implementation failures, observations about failures to “scale up” are presented. These include persistent structural features in educational settin…
Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning
A comprehensive mission for schools is to educate students to be knowledgeable, responsible, socially skilled, healthy, caring, and contributing citizens. This mission is supported by the growing number of school-based prevention and youth development programs. Yet, the current impact of these programs is limited because of insufficient coordination with other components of school operations and inattention to implementation and evaluation factor…
Teacher Perceptions of the Emotional and Behavioral Functioning for Children Experiencing Homelessness
Identifying educational interventions for and teacher perceptions of children experiencing homelessness are important issues for the long-term well being of these children. This study examined relations among classroom behaviors, mothers' reports of academic achievement, and teacher perceptions of behavioral and emotional functioning for a group of elementary school-aged African American children experiencing homelessness. Results of regression a…
The Scientific Base Linking Social and Emotional Learning to School Success
Schools will be most successful in their educational mission when they integrate efforts to promote children's academic, social, and emotional learning (Elias et al., 1997). There is general agreem...
Social and Emotional Learning: Promoting the Development of All Students
High-stakes tests. Substance abuse. Suicide. Academic standards. Delinquency. Media and technology. Teacher retention. Interpersonal violence. Dropouts. Changes in families. The list of issues faci...
Psychology (5 works) · Early Childhood Education and Development (4 works) · Community Health and Development (3 works) · Developmental psychology (3 works) · Political science (3 works) · Social emotional learning (3 works) · Youth Development and Social Support (3 works) · Academic achievement (1 works) · Action (physics) (1 works) · Applied Psychology (1 works)