Page 102 - Vseživljenjsko učenje kot temelj trajnostne družbe

Doroteja Perše in Sonja Čotar Konrad

school-based and out-of-school programmes in the UK. National University
of Ireland Galway.
Collaborative for Academic, Social, and Emotional Learning. (2015). 2015 CA-
SELGuide:Effectivesocialandemotionallearningprograms;Middleandhigh
school edition.
Collaborative for Academic, Social, and Emotional Learning. (2020). CASEL’SSEL
framework. https://casel.org/casel-sel-framework-11-2020/
Collaborative for Academic, Social, and Emotional Learning. (B.l.-a). High-
Scope educational approach for preschool. https://pg.casel.org/highscope-
educational-approach-for-preschool/
CollaborativeforAcademic,Social,andEmotionalLearning.(B.l.-b). Ourhistory.
https://casel.org/about-us/our-history/
Collaborative for Academic, Social, and Emotional Learning. (B.l.-c). Promoting
Alternative THinking Strategies (PATHS). https://pg.casel.org/promoting-
alternative-thinking-strategies-paths/
Collaborative for Academic, Social, and Emotional Learning. (B.l.-d). Toolsofthe
mind. https://pg.casel.org/tools-of-the-mind/
Čotar Konrad, S. (2023, 10. oktober). Socialnoinčustvenoučenjevvrtcu [Plenarno
predavanje]. Skupnost vrtcev Slovenije.
Diamond, A.,Lee,C., Senften, P.,Lam,A., in Abbott, D. (2019).Randomizedcont-
rol trial of Tools of the Mind: Marked benefits to kindergarten children and
their teachers. PLoS ONE, 14(9), e0222447.
Durlak,J. A., Domitrovich, C. E.,Weissberg, R. P.,inGullotta, T.P.(Ur.). (2015).
Handbook of social and emotional learning: Research and practice. Guilford
Press.
Durlak,J. A., Weissberg, R. P.,Dymnicki, A. B.,in Taylor, R. D. (2011). The impact
of enhancing students’ social and emotional learning: A meta-analysis of
school-based universal interventions. Child Development, 82(1), 474–501.
Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N.
M., Kessler, R., Schwab-Stone, M. E., in Shriver, T. P. (1997). Promoting social
and emotional learning: Guidelines for educators. Association for Supervi-
sion and Curriculum Development.
Farran, D. C., Wilson, S. J., Meador, D., Norvell, J., in Nesbitt, K. (2015). Experi-
mental evaluation of the tools of the mind pre-k curriculum: Technical report.
Peabody Research Institute.
Fishbein, D. H., Domitrovich, C., Williams, J., Gitukui, S., Guthrie, C., Shapiro, D.,
in Greenberg, M. (2016). Short-term intervention effects of the PATHS cur-
riculum in young low-income children: Capitalizing on plasticity. Journal
of Primary Prevention, 37(6), 493–511.
Gibson, J. E., Werner, S. S., in Sweeney, A. (2015). Evaluating an abbreviated ver-
sion of the PATHS curriculum implemented by school mental health clini-
cians. Psychology in the Schools, 52(6), 549–561.

102