VIEWS: 0 PAGES: 2 POSTED ON: 1/28/2010
SEL Research Award Finalists Special Thanks Marina Bers, Tufts University: Marina Duckworth’s research is the psychology of Research Award Selection Committee Bers’s research centers on the impact learn- success. She has deﬁned and researched a ing technologies have in fostering children’s personality trait she calls “grit,” an unre- Roger P. Weissberg, CASEL (chair) healthy social and emotional development. lenting and passionate pursuit of a single Maurice J. Elias, Rutgers University One program that she developed allows goal over time, in spite of obstacles. She has Mark T. Greenberg, Pennsylvania State University children to design and inhabit a 3-D virtual found that this trait, more than any other city where they create their own charac- measured variable, can be used to predict Norris M. Haynes, Southern Connecticut State University ters, stories, and the society’s rules, laws, retention at West Point and victory in the Herbert J. Walberg, University of Illinois at Chicago and social organization. National Spelling Bee. Marc Brackett, Yale University: Marc Brackett focuses on the measurement of emo- Jeffrey Duncan-Andrade, San Francisco State University: Jeffrey Duncan-Andrade’s Research Award Nominations Committee J. Lawrence Aber, New York University The Joseph E. Zins tion-related skills and ways in which emotion- based skills training can improve the lives of students and educators. He co-developed the research interests and publications cover urban schooling and curriculum change, urban teacher development and retention, Richard F. Catalano, University of Washington Sandra Christenson, University of Minnesota James Comer, Yale University Awards for Early RULER model of emotional literacy— and cultural and ethnic studies. His work Recognition, Understanding, Labeling, Expression, and Regulation of emotion. has focused on helping students acquire the sociocultural knowledge and self-awareness they will need to meet everyday challenges Linda Darling-Hammond, Stanford University Susanne Denham, George Mason University Joseph A. Durlak, Loyola University Chicago Career Contributions Robert Crosnoe, University of Texas: Robert Crosnoe uses a multidisciplinary approach to study the connection between that arise across different cultural contexts. Stephanie Jones, Fordham University: Jacqueline Eccles, University of Michigan Denise Gottfredson, University of Maryland Robert C. Granger, William T. Grant Foundation to SEL Research and Practice students’ social and emotional development The nature and structure of social and emo- J. David Hawkins, University of Washington and academic progress, and the degree to tional problems and competencies in both Leonard Jason, DePaul University which this contributes to patterns of inequali- early childhood and adolescence has been Pedro Noguera, New York University ty. One example is his large-scale project Stephanie Jones’s primary research focus. David Osher, American Institutes for Research examining long-term effects of social margin- Her work concentrates on the impact of alization on females and males in high school. broad ecological risks, such as poverty and Cheryl L. Perry, University of Texas exposure to community violence, and on Robert Pianta, University of Virginia Celene Domitrovich, Penn State social-emotional problems and competen- Mary Jane Rotheram-Borus, University of California, Los Angeles Prevention Research Center: Celene cies in early childhood, including parenting Peter Salovey, Yale University Domitrovich’s primary interest is preventive and children’s emotion regulation and skills. Martin Seligman, University of Pennsylvania interventions that promote social and emo- Robert Selman, Harvard University tional competence and reduce mental Melissa Stigler, University of Texas: Robert J. Sternberg, Tufts University health problems in preschool- and school- Melissa Stigler’s research focuses on pre- Edward F. Zigler, Yale University aged children. She created the preschool venting high-risk behaviors and promoting version of the Promoting Alternative positive behaviors through innovative Thinking Strategies (PATHS) curriculum, strategies designed to teach social skills which provides teachers with lessons and activities to improve children’s social and needed in coping with unhealthy social and environmental inﬂuences. For more than a Practice Award Selection Committee Presented at the CASEL Forum emotional skills. decade, she and her research team have been working on several projects in India Mary Utne O’Brien, CASEL (chair) Sheldon Berman, Louisville, Kentucky on Educating All Children Angela Duckworth, University of that are designed to deter tobacco use, Janice Jackson, Harvard University Pennsylvania: The focus of Angela unhealthy eating, and physical inactivity. Linda Lantieri, Inner Resilience Program for Social, Emotional, Janet Patti, Hunter College SEL Practice Award Finalists Terry Pickeral, Education Commission of the States and Academic Excellence: Julea Douglass, Associate Director, included teaching a “bullying prooﬁng and Practice Award Nominations Committee From Knowledge to Action School-Connect, Los Angeles: Recognizing assets building” curriculum, implementing a Elizabeth Burmaster, Wisconsin Department of Public Instruction the need for systematic approaches to SEL schoolwide Caring Community framework Gene Carter, Association for Supervision and Curriculum Development at the high school level, Julea Douglass and that included student recognition programs her colleague Kathy Beland spent the past for caring deeds, and training classroom Michael Casserly, The Council of the Great City Schools four years researching, writing, piloting, teachers and staff in “pre-referral” interven- Gail Connelly, National Association of Elementary School Principals publishing, and marketing a 40-lesson cur- tion strategies, classroom management, and Amalia Cuervo, Ofﬁce of Safe and Drug-Free Schools, U.S. Dept. of Education riculum, School-Connect: Optimizing the High School Experience. It is now being communication skills. Libia Gil, American Institutes for Research Susan Gorin, National Association of School Psychologists December 10, 2007 used in more than 100 high schools. Jennifer Vargo, Columbus, Ohio: Jennifer Vargo worked closely with the late Joseph Betty Hale, Institute for Educational Leadership New York City Paul Houston, American Association of School Administrators Jennifer Miller, Educational Consultant, E. Zins to develop and implement the Stephanie Pace Marshall, Illinois Mathematics and Science Academy Toledo, Ohio: In 2006, Jennifer Miller was Access to Better Care (ABC) School- Monte Moses, Cherry Creek School District, Greenwood Village, Colorado hired by the United Way of Greater Toledo Community Partnership program. The proj- Nel Noddings, Stanford University Women’s Initiative to create and implement ect helps Ohio schools and districts imple- a schoolwide change model for integrating ment a comprehensive and coordinated Mary Lou Rush, Ohio Department of Education SEL into the curriculum and creating a car- model of prevention and early intervention Merle Schwartz, Character Education Partnership The Collaborative for Academic, Social, ing learning community. Over the next two programming. Dennis Sparks, Independent Consultant years she will work with a district-level Gerald N. Tirozzi, National Association of Secondary School Principals and Emotional Learning team to implement the program in schools Kwok-Sze Richard Wong, American School Counselor Association throughout Toledo. Marilyn Watson, Writer and Educator For more information about the Joseph E. Melissa Reeves, Psychologist, Cherry Zins Awards for Early Career Creek School District, Greenwood Contributions to SEL Research and Village, Colorado: Melissa Reeves’s accom- Practice, visit our website at plishments in her school district have www.CASEL.org. Joseph E. Zins Awards Program SEL Research Award Winner: Sara Rimm-Kaufman, University of Virginia In 2007, the Collaborative for Academic, Social, and Emotional Learning (CASEL) established the Joseph E. Zins Awards for Early Sara Rimm-Kaufman is an associate professor of Educational Career Contributions to SEL Research and Practice to honor the Psychology at the University of Virginia and director of the universi- memory and promote the work and lifelong professional passions of ty’s Social Development Laboratory. Her research focuses on the con- our beloved colleague Joe Zins, who died in 2006 at the age of 56. Joe tribution of teachers and classroom social processes to children’s cared about growing the ﬁeld of Social and Emotional Learning (SEL). Opening Comments social, emotional, and academic learning, especially for children at He cared about nurturing young scholars and practitioners who would Timothy P. Shriver, Chair, CASEL Board risk of school failure. In addition, her research examines the contri- lead the next generation of SEL profession- of Directors butions of SEL interventions to improving teachers’ capacity to work als. His own work exempliﬁed the blending of with children as well as enhancing children’s academic and social per- rigorous scientiﬁc research and effective formance. practice that CASEL has upheld as an abid- Special Guest ing standard. Since 2001, she has been conducting research on the Responsive Charlene R. Ponti, Psychologist, Hamilton County Classroom approach focused on children’s growth and development. Early in the life of CASEL, Joe Zins drew a (Ohio) Educational Services Center Responsive Classroom is designed to create classroom climates con- card with the word “purpose” on it during a ducive to social and academic learning. Her work has resulted in CASEL team-building activity. Many years seven papers documenting the ways in which the approach con- later, at another CASEL gathering, he told Presentation of Awards tributes to teachers’ priorities and beliefs, improves classroom quality, the group that although back then he did not Maurice J. Elias, Professor, Department contributes to greater bonding toward school, and produces small to know the card’s precise signiﬁcance for him, of Psychology, Rutgers University moderate gains in children’s social skills and academic achievement. Joseph E. Zins he knew it was important and had held on to Recently she received a grant to conduct a larger and more rigorous it all that time. He had come to realize that CASEL was his profes- study of the Responsive Classroom approach. This study will also sional purpose, he said. CASEL’s work was deeply and personally Norris M. Haynes, Professor of Counseling and examine the interactions between teacher capacity building, student important to him. He wanted to support our efforts in whatever way SEL skills, and an inquiry-based math curriculum. best served the organization and children. Two weeks after this meet- School Psychology, Southern Connecticut State ing, Joe died suddenly, following a heart attack. CASEL and many University She received her M.A. and Ph.D. in Developmental Psychology from generous donors knew we needed to honor Joe’s commitment. Harvard University. At the time of his death, Joseph E. Zins was a professor in the College Remarks of Award Winners of Education of the University of Cincinnati and director of the uni- SEL Research Award Winner: Sara Rimm- versity’s doctoral program in special education. He was nationally and internationally respected for his expertise in the areas of Social and Kaufman, University of Virginia Emotional Learning, prevention, and individual and organizational SEL Practice Award Winner: consultation. Among his 12 books are Building Academic Success on SEL Practice Award Winner: Victoria Blakeney, Social and Emotional Learning (2004); Bullying, Peer Harassment, Victoria Blakeney, Anchorage School District, and Victimization in the Schools (2003); and Promoting Social and Anchorage School District, Anchorage, Alaska Anchorage, Alaska Emotional Learning: Guidelines for Educators (1997). Since 2004, Victoria Blakeney has been the Social and Emotional Learning Curriculum Coordinator for the Anchorage School District. Working with a district committee and consulting with national The Awards experts on SEL, she led the effort to develop SEL standards and benchmarks in her district and is currently working with teachers to One of CASEL’s strategic goals is to support and encourage the devel- develop the district’s SEL standards-based report card. She and her opment of a new generation of leaders in SEL practice and research. team have aligned the SEL standards with more than 14 school pro- Thus, CASEL plans to present the Joseph E. Zins awards annually to grams and curricula and are training teachers to make SEL standards two outstanding SEL professionals under the age of 40. This year, a a key part of their lesson plans. panel of experts from across the country selected 14 ﬁnalists from a group of distinguished nominees. She also serves on the district’s Culturally Responsive Education Action Committee, a role that enabled her to design a Culturally Research Award: This award is presented to a young researcher who Responsive Teaching Continuum that helps teachers assess the cul- has made substantial contributions to the ﬁeld of Social and tural responsiveness of their teaching practices. She has trained Emotional Learning in schools. These contributions could include teachers throughout the district to use both the continuum and the basic research, theoretical contributions, or research on curriculum, SEL standards at conferences and in staff meetings, credit classes at policies, or practices. the local university, and pre-service trainings. As the coach for a dis- trict high school that is piloting the SEL standards, she has helped Practice Award: This award is presented to a young practitioner who teachers write and implement the SEL standards-based curriculum has contributed substantially to promoting system-level changes for We wish to thank the nearly 100 individuals who made special contribu- they use in their high school advisory. SEL in schools. These contributions could include creating models of tions to the CASEL fund established to commemorate the life and work of systemic change, implementing innovative programming, or inﬂuenc- Joseph E. Zins, which helped to create this award to promising young She holds degrees in education and educational leadership from ing local, state, or federal policy. leaders in the ﬁeld of SEL. Western Washington University and the University of Alaska.
Pages to are hidden for
"The Joseph E. Zins Awards for Early Career Contributions"Please download to view full document