Education Psychology Essays and Research Papers

Instructions for Education Psychology College Essay Examples

Title: Emotional Literacy

  • Total Pages: 7
  • Words: 2647
  • References:12
  • Citation Style: Harvard
  • Document Type: Essay
Essay Instructions: Theoretical library based project: Literature Review


Methodology: Critical Paradigm


Questions:

What is emotional Literacy and how has it been translated into Educational policy in
Britain? As emotions are personal and unique to us as individuals can emotional literacy be taught, and what are the implications for learners in secondary education?

This will be a library based study (literature review) which will investigates how the concept of emotional intelligence has been developed and transported across the water from American and into British educational policy, starting with the original founders Mayer & Salovery. It will also look briefly at emotional development. It will cover the period from 1999 to present day. Varies policies and government initiatives will be examined as ‘emotions’ takes centre stage in educational policy e.g. Every Child Matters. The development of children’s emotional literacy skills is being advocated as a solution to many of the problems experienced in schools from behavioural to educational attainment. Is there any evidence to support this?


Books

Gardner, H. (1999) Intelligence Reframed: multiple Intelligences for the 21st century, Basic Books, New York

Gardner, H. (1993) Frames of Mind: The Theory of Multiple Intelligences The
Guernsey Press, Channel Islands

Gardner, H. Kornhaber, M. & Wake, W. (1996): Intelligence Multiple Perspectives, Harcout Brace College Publishers, New York

Goleman, D. (2006) Social Intelligence, Arrow Books, London

Goleman, D. (2005) Emotional Intelligence: Why it can matter more than IQ, Bantam Books, New York

Oatley: Emotions (2005) A Brief History, Blackwell Publishing Ltd




Emotions

Harhman, Emotional Rollercoaster: A journey Through the Science of Feelings

Loyola, (1970) Symposium on Feeling and Emotions, New York, London: Academic Press

Schaffer, H, R. (2004) Introducing Child Psychology, Oxford: Blackwell

Gross, R. (2005) Psychology: the science of mind and behaviour, London: Hodder Arnold

Saarni, C. Harris, P, L. (1989) Children's understanding of emotion, Cambridge University Press,

Magai, C. & Mcfadden, H. (1995) The role of emotions in social and personality development, Plenum, New York

Mayne T. & Bonanno, G. (2001) Emotion current issues and future directions New York, London: Guilford Press

Peterson, C. (1993) Learned helplessness: a theory for the age of personal control, New York, Oxford: Oxford University Press

LeDoux,, J. (1999) The Emotional brain: the mysterious underpinnings of emotional life, London: Phoenix, 1999.



Research/Journal

Locke: (2005) Why Emotional Intelligence is an Invalid Concept (Journal of Organizational Behaviour 26, 425-431

Humphrey: Emotional Education and Education: a critical review, Education Psychology (2007) 27, 2, 235-254

Delewicz & Malcolm: Can Emotional Intelligence be developed? (2004) International Journal of Human Resource Management, 15, 1, 95-111

Developing the School Emotional Environment for Learning Survey (SEELS) 2003
Kelly: Applying emotional Intelligence: (2004) Educational Psychology 20, 3, 221-240
Bennetts: Traditional Mentor Relationships, intimacy and emotional intelligence: (2002) International Journal of Qualitative Studies in Education, 15, 2, 155-170

Coppock: It’s Good to Talk! A Multidimensional Qualitative Study of the Effectiveness of Emotional Literacy Work in Schools, (2007) Children & Society 21, pp. 405–419
Qualter & Gardner, Emotional Intelligence: Review of Research and Educational Implications, (2007) University of Central Lancashire,


Policy/Doc

Education Act 2004: http://www.legislation.act.gov.au/a/2004-17/current/pdf/2004-17.pdf

Every Child Matters: www.dfes.gov.uk/everchildmatters

Youth Matters: http://www.dfes.gov.uk/publications/youth/docs/youthmatters.pdf

Every Child Matters Supporting the new agenda for children’s’ services and schools: www.standards.dfes.gov.uk/learningmentors

The role of learning mentors: http://www.standards.dfes.gov.uk/learningmentors/

Supporting Choice: http://www.cegnet.co.uk/content/default.asp?PageId=2346

The Social and Emotional Aspect of learning (2005) http://www.teachernet.gov.uk/teachingandlearning/socialandpastoral/sebs1/seal/
http://www.standards.dfes.gov.uk/primary/publications/banda/seal/
http://www.teachernet.gov.uk/teachingandlearning/socialandpastoral/sebs1/
http://bandapilot.org.uk/secondary
http://www.bandapilot.org.uk/
http://www.standards.dfes.gov.uk/primary/publications/banda/seal/pns_137805_get_started.pdf
http://www.dfes.gov.uk/ibis/department_policy/seal01.cfm
Excellence in cities: http://www.standards.dfes.gov.uk/sie/eic/

Victoria Climbié: http://www.publications.parliament.uk/pa/cm200203/cmselect/cmhealth/570/570.pdf

http://image.guardian.co.uk/sys-files/Society/documents/2003/01/28/climbiereport.pdf

Plowden report: http://www.infed.org/schooling/plowden_report.htm

Documents and useful web sites

The National College for School Leadership: More than a feeling: Developing the emotionally literate secondary school, (2006) http://www.ncsl.org.uk/media/440/03/more-than-a-feeling-summary.pdf

Literature Review: The Emotional Harm and Well-being of Children: http://www.nch.org.uk/uploads/documents/Emotional_harm_lit_review2.pdf

An Intelligent look at emotional intelligence / the Education Union: http://www.atl.org.uk/atl_en/images/Emotional%20intelligence_tcm2-13770.pdf

Emotional Intelligence: What it is and Why it Matters: www.eiconsortium.org: Cary, Cherniss: (2000)

Developing Emotional Literacy in Schools: http://www.firstandbest.co.uk

Literacy Trust: What is Emotional Literacy http://www.literacytrust.org.uk/Pubs/gerry.html

The National Emotional Literacy Interest Group: A range of material

The Department for children Schools and families http://www.standards.dfes.gov.uk/

Promoting emotional health and wellbeing(useful web address at the back of this publication) http://www.wiredforhealth.gov.uk/PDF/139641_HDA_Complete.pdf

Wired for Health: http://www.wiredforhealth.gov.uk/cat.php?catid=863

Antidote Campaign for Emotional Literacy: www.antidote.org.uk

The national Emotional Literacy interest Group: www.nelig.com

School of Emotional Literacy: www.schooloofemotional-literacy.com

Young Minds: www.youngminds.org.uk

Learning mentors and informal education: http://www.infed.org/learningmentors/lrn-ment.htm

The Pace 2 be: http://www.theplace2be.org.uk/

City Challenge: http://www.dfes.gov.uk/citychallenge/

Education and learning: http://www.direct.gov.uk



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References

Antidote. 2008. Campaign for Emotional Literacy. Available at http://www.antidote.org.uk

Bastian, V.A., Burns, N.R. And Nettelbeck, T. 2005. Emotional Intelligence Predicts Life Skills, but not as well as Personality and Cognitive Abilities. Personality and Individual Differences, 39, pp. 1135-45.

Ciarrochi, J.V., Chan, a.Y.C. And Caputi, P. 2000. A Critical Evaluation of the Emotional Intelligence Construct. Personality and Individual Differences, 28, pp. 1101-13.

Ciarrochi, J.V., Deane, F.P. And Anderson, S. 2002. Emotional Intelligence Moderates the Relationship Between Stress and Mental Health. Personality and Individual Differences, 32, pp. 197-209.

Department for Education and Employment. 1999. Excellence in Cities. Department for Education and Employment: London.

Department of Health. 1999. The National Healthy Schools Standard. Department of Health: London.

Department of Health. 2003a. Children's National Service Framework: External Working Groups: Mental Health and Psychological Well-being of Children and Young People. Department of Health: London.

Department of Health. 2003b. Every Child Matters. Her Majesty's Stationery Office: London.

Elias, M.J., Arnold, H. And Steiger-Hussey, C. 2003. Best Leadership Practices for Caring and Successful Schools. California: Corwin Press Inc.

Furnham, a. And Petrides, K.V. 2003. Emotional Intelligence and Happiness. Social Behaviour and Personality, 31, 815-23.

Gardner H. 1993. Multiple Intelligences: The Theory in Practice. Basic Books: New York.

Gignac, G.E. 2006. Self-Reported Emotional Intelligence and Life Satisfaction: Testing Incremental Predictive Validity Hypotheses via Structural Equation Modeling (SEM) in a Small Sample. Personality and Individual Differences, 40, pp. 1569-77.

Goleman D. 1996. Emotional Intelligence. Bloomsbury: London.

Livingstone, H.A. And Day, a.L. 2005. Comparing the Construct and Criterion-Related Validity of Ability-Based and Mixed-Model Measures of Emotional Intelligence. Educational and Psychological Measurement, 65, pp. 757-79.

Mental Health Foundation. 1998. The Big Picture: Promoting Children and Young People's Mental Health. Mental Health Foundation: London.

Mental Health Foundation. 2001. I Want to be Your Friend but I Don't Know How. Mental Health Foundation: London.

Mental Health Foundation. 2002. Promoting Mental Health in Secondary Schools. Mental Health Foundation: London.

National Health Service Health Advisory Service. 1995. Child and Adolescent Mental Health Services: Together We Stand. Her Majesty's Stationery Office: London.

Nelig. 2008. The National Emotional Literacy Interest Group. Available at: www.nelig.com

Ofsted. 2004. Every Child Matters: inspecting services for children and young people - a discussion paper. Available at http://www.ofsted.gov.uk/assets/3637.doc

Palmer, B., Donaldson, C. And Stough, C. 2002. Emotional Intelligence and Life Satisfaction. Personality and Individual Differences, 33, pp. 1091-100.

Petrides, K.V., Fredrickson, N. And Furnham, a. 2004. The Role of Trait Emotional Intelligence in Academic Performance and Deviant Behaviour at School. Personality and Individual Differences, 36, pp. 277-29.

Reynolds S, Trinder L. 2000. Evidence-Based Practice: A Critical Approach. Blackwell: London.

Riley, H. And Schutte, N.S. 2003. Low Emotional Intelligence as a Predictor of Substance-Use Problems. Journal of Drug Education, 33, pp. 391-8.

Rubin, M.M. 1999. Emotional intelligence and its role in mitigating aggression: A correlational study of the relationship between emotional intelligence and aggression in urban adolescents. Unpublished dissertation. Pennsylvania: Immaculata College.

Salovery P, Mayer J. 1990. Emotional intelligence. Imagination, Cognition and Personality 9:185-211.

Salovery, P., Stroud, L.R., Woolery, a. And Epel, E.S. 2002. Perceived Emotional Intelligence, Stress Reactivity, and Symptom Reports: Further Explorations Using the Trait Meta-Mood Scale. Psychology and Health, 17, pp. 611-27.

Schutte, N.S., Malouff, J.M., Hall, L.E., Haggerty, D.J., Cooper, J.T., Golden, C.J. And Dornheim, L. 1998. Development and Validation of a Measure of Emotional Intelligence. Personality and Individual Differences, 25, pp. 167-77.

Steiner C. 1979. Healing Alcoholism. Grove: New York.

Summerfeldt, L.J., Kloosterman, P.H., Antony, M.M. And Parker, J.A. 2006. Social Anxiety, Emotional Intelligence, and Interpersonal Adjustment', Journal of Psychopathology and Behavioral Assessment. 28, pp. 57-68.

Trinidad, D.R. And Johnson, C.A. 2002. The Association between Emotional Intelligence and Early Adolescent Tobacco and Alcohol Use. Personality and Individual Differences, 32, pp. 95-105.

Trinidad, D.R., Unger, J.B., Chou, C.P. And Anderson Johnson, C. 2004. The Protective Association of Emotional Intelligence with Psychosocial Smoking Risk Factors for Adolescents. Personality and Individual Differences, 36, pp. 945-54.

Weare, K. 2004. Developing the Emotionally Literate School. UK: Paul Chapman Publishing.

Emotional Literacy

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Title: Whos controlling our emotions Emotional Literacy as a mechanism for social control

  • Total Pages: 28
  • Words: 8437
  • Works Cited:28
  • Citation Style: Harvard
  • Document Type: Research Paper
Essay Instructions: (Undergraduate Level)

Who’s controlling our emotions: Emotional Literacy as a mechanism for social control?



Emotional Literacy: A theoretical research study

Hypotheses

The aim of this small scale theoretical research project is to investigate to what extent is the introduction of emotional literacy into the field of education a form of social control.

There are various discourses beginning to emerge in education about the importance of developing the social and emotional skills of young people. The concept of emotional literacy has been seized upon by the New Labour Government as a solution to all societies’ ills and as a mean of reducing educational failure.


Aim of this theoretical research project is to:-
Objective 1
Define emotional literacy and demonstrate how this concept and its practices have been developed and constructed as a concrete reality using discourse analysis.
Objective 2
Explore to what extent the introduction of emotional literacy in school is a form of social control
Literature review: The literature review should elaborate on the ongoing debate on emotional literacy within the field of education (pros and cons).


Methodology section

I’ve provided an outline of the methods to be used however some guidance on this section would be appreciated. Please provide a description of the procedure you will be using in the analysis of the two documents listed below. Citations in this section should be limited to data sources and references of where to find more complete descriptions of procedures and reseach methods.


Unitizing Michel Foucault's theory, on discourse as a framework for analysing two policy documents.

A) Social and Emotional Aspects of Learning for secondary schools (SEAL), The Department of Education and Skills (DfES) 2004

B) The National Healthy School Standard (NHSS): Promoting Emotional Health and Wellbeing, (2004) The Department for Education and Skills (DfES) and the Department of Health and managed by the Health Development Agency (HDA).


Use discourse analysis to demonstrate how the concept of emotional literacy has been developed and imbedded into educational documents and school. Provide an analysis of document A in order to expose the connections between emotional literacy theories and the administrative practice, in order to reveal the effects of using this form of technical language to legitimate the exercise of power.


Again, using discourse analysis, specifically Foucalult’s theory on the question of control, power, truth and knowledge. Provide an analysis of document B in order to demonstrate how the discourses on emotional literacy constructs both the pupils’ experiences in schools and their identities, as constructed subjects and objects of knowledge.




Critical Analysis section

Provide a detailed Analysis of the following documents. Social and Emotional Aspects of Learning for secondary schools (SEAL)

http://bandapilot.org.uk/secondary/resources/welcome_page/sns_ssealguidance0004307.pdf

National healthy schools standard: Promoting emotional Health and wellbeing (2004)
http://www.wiredforhealth.gov.uk/PDF/139641_HDA_Complete.pdf



Reflection

• Issues to consider: what is the purpose behind the introduction of emotional literacy into the schools curriculum?
• Promoted as a solution to social and economic problems. To what extent is it to do with social control i.e. making us all good citizens?


Guidelines:

Project structure

Abstract

The abstract highlights the major points covered. The abstract concisely describes the content and scope of the research undertaken, and reviews the contents in abbreviated form. It should tell the readers what information the dissertation contains, and include the purpose, methods, and scope of the research project. The abstract should not provide results, conclusions, or recommendations and is usually between 100 -200 words.

Introduction
• Put the issue in context as concisely as possible. Answering the following question may help
• Is there a problem? Yes
• What is it? The issue of social control
• What is the hypothesis
• By what methods i.e. Thoerical reseach project
• How is the problem to be solved i.e analyse of data in the form of two documents state names
• state the dissertation objectives.
• This section is a SHORT intro for the reader to the subject, to put the issue in context.
Literature Review
The literature review should show what has been published on the topic of emotional literacy by accredited scholars and researchers. In writing the literature review the purpose is to convey to any reader what knowledge and ideas have been established on emotional literacy and what their strengths and weaknesses are. The literature review must be defined by its guiding concept i.e. main objective of reseach project. (Around 2000-2500 words)


Methodology

Please explain HOW you are going to carry out this research i.e. document analysis

Critical analysis

Analysis of two documents

The arguments that you present must be underpinned throughout by an awareness of Foucault's theory

Conclusion

The conclusion should review your finding in relationship to the orginal Hypotheses, also to identify any comparisons and contrast between the various texts that have examined, and to show that, in the process of the study, a more precise, critical understanding of the way the subject of emotional literacy has be dealt with

Referencing

Harvard

Please reference and provide page numbers for all citations

Other requirements

Minimum number of quotations: 20

Language and spelling style: British

No footnotes please



Resources: I will email you some of the following resources via a-plus. You do not have to use all the reources listed. Please contact me if you are unsure of anything.

Foucault, M. (1984). The Foucault reader (P. Rainbow, Ed.). New York:
Pantheon.
Foucault, M. (1990). The history of sexuality, Vol. 3: The care of the self.
New York: Vintage Books.
Gardner, H. (1999) Intelligence Reframed: multiple Intelligences for the 21st century, Basic Books, New York
Gardner, H. (1993) Frames of Mind: The Theory of Multiple Intelligences The
Guernsey Press, Channel Islands
Gardner, H. Kornhaber, M. & Wake, W. (1996): Intelligence Multiple Perspectives, Harcout Brace College Publishers, New York
Goleman, D. (2006)
Mac Naghton (2005) Doing Foucault in Early Childhood Studies, New York, Routledge
Weare, K,( 2004) 'Developing the Emotionally Literate School', London: Paul Chapman Publishing, Weare, K, (2000) 'Promoting Mental, Emotional and Social Health – A Whole School Approach', London: Routledge,
Roffey, S. (2006) Circle Time for Emotional Literacy, London, Paul Chapman publishing
Ball, S. (2008) The Education Debate, Bristol, The Policy Press.
Hayes, D. (2004) Key Debates in Education, RoutledgeFalmer, London
Olssen, M. Codd, J. & O’Neill A. (2004) Education Policy Globalization Citizenship & Democracy, London, Sage Publications
Furedi, F. (2007), Hijacking Education, in: The Corruption of the Curriculum, Civitas,. http://www.spiked-online.com/index.php?/site/article/3467/

White, J. (2007), Wellbeing and Education: Issues of Culture and Authority, Journal of Philosophy of Education, Vol. 41, No 1,.

Furedi, F (2003) Making People Feel good About Themselves: British Social Policy and The Construction of the Problem of Self-esteem’, inaugural lecture, University of Kent at /Canterbury: available at:-
http://www.timesonline.co.uk/tol/news/uk/article853784.ece

Furedi, F. (1999) ‘Therapy Culture: Cultivating Vulnerability in and Uncertain Age, London and New York: Routledge.
Furedi, F (1999) ‘The Culture of Fear Taking and the Morality of Low Expectation, London, Cassell
Hayes, D. (2003) ‘New Labour New Professionalism’ in J. Satterthwaite, E Arkinson and K. Gale (eds), Discourse, Power, Resistance: Challenging the Rhetoric of Contemporary Education, Sterling, VA, and Stock-on-Trent: Trentham Books, pp. 27-42
Dennis Hayes (2004) ‘The Therapeutic Turn in Education, in ‘The RoutlegeFalmer Guide to Key Debates in Education, London, RoutlegeFalmer
Ecclestone, K. (2004) ‘The Rise of Low Self-esteem and the Lowering of Educational Expectations, in Hayes, D. (2004) ‘The RoutlegeFalmer Guide to Key Debates in Education, London, RoutlegeFalmer.
Ecclestone, K. (2004) ‘Learning or Therapy? The Demoralisation of Education’ British Journal of Educational Studies 29 (2):

Pupavac, V (2001) ‘Therapeutic Governance: Pyscho-social Intervention and Trauma Risk, Management’, Disaster 25 (4): 352-72)
Waterhouse, L. (2006). Inadequate evidence for multiple intelligences, Mozart effect, and emotional intelligence theories. Educational Psychologist, 41(4), 247-255.
Waterhouse, L. (2006). Multiple intelligences, the Mozart Effect, and emotional intelligence: A critical review. Educational Psychologist, 41(4), 207-225.
Mayer, J.D., Salovey, P., & Caruso, D. (2000). Competing models of emotional intelligence. In Robert J. Sternberg (Ed.), Handbook of intelligence (2nd ed.). Cambridge, U.K.: Cambridge University Press.
Mayer, J.D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D.J. Sluyter (Eds.) Emotional Development and Emotional Intelligence. New York: Basic Books.
Mayer, J. D. & Salovey, P. (1995). Emotional intelligence and the construction and regulation of feelings. Applied & Preventive Psychology, 4, 197-208.
Gardner, H. (1999) Intelligence Reframed: multiple Intelligences for the 21st century, Basic Books, New York
Gardner, H. (1993) Frames of Mind: The Theory of Multiple Intelligences The
Guernsey Press, Channel Islands

Goleman, D. (2005) Emotional Intelligence: Why it can matter more than IQ, Bantam Books, New York
Goleman, D. (1998). Working with emotional intelligence. New York:
Bantam Books.

Adi Y, Killoran A, Janmohamed K et al. (2007) Systematic review of the effectiveness of interventions to promote mental wellbeing in children in primary education. Report 1: universal approaches (non-violence related outcomes). London: National Institute for Health and Clinical Excellence.

Allan, Julie (1996) 'Foucault and Special Educational Needs: a
'box of tools' for analysing children's experiences of mainstreaming', Disability & Society, 11:2, 219 — 234

Ball, S. (2008) The Education Debate, Bristol, The Policy Press.

DfES (2005) Excellence and Enjoyment: Social and Emotional Aspects of Learning [SEAL]. Department for Education and Skills. Reference Number: DfES/0110/2005.

Qualter, P. Gardner, K.(2007) University of Central Lancashire,
UK and Whiteley, E. Edge Hill University, UK, Journal Pastoral Care pp14-20

National Institute for health and clinical Excellence, (2008)
www.nice.org.uk

Research/Journal

Locke: (2005) Why Emotional Intelligence is an Invalid Concept, (Journal of Organizational Behaviour 26, 425-431

Humphrey: Emotional Education and Education: a critical review, Education Psychology (2007) 27, 2, 235-254

Delewicz & Malcolm: Can Emotional Intelligence be developed? (2004) International Journal of Human Resource Management, 15, 1, 95-111

Developing the School Emotional Environment for Learning Survey (SEELS) 2003
Kelly: Applying emotional Intelligence: (2004) Educational Psychology 20, 3, 221-240
Bennetts: Traditional Mentor Relationships, intimacy and emotional intelligence: (2002) International Journal of Qualitative Studies in Education, 15, 2, 155-170

Coppock: It’s Good to Talk! A Multidimensional Qualitative Study of the Effectiveness of Emotional Literacy Work in Schools, (2007) Children & Society 21, pp. 405–419

Qualter & Gardner, (2007) Emotional Intelligence: Review of Research and Educational Implications, University of Central Lancashire,

Hargreaves, A. (1998a). The emotional practice of teaching, Teaching and
Teacher Education, 14, 835-854.

Hargreaves, A. (1998b). The emotional politics of teaching and teacher development: with implications for educational leadership, International Journal of Leadership in Education, 1, 315-336.




Zeidner, M., & Matthews, G., & Roberts, R. D. (2001). Slow down, you move too fast: Emotional intelligence remains an ’elusive’ intelligence. Emotions, 1, 265–275

Policy/Doc

Education Act 2004: http://www.legislation.act.gov.au/a/2004-17/current/pdf/2004-17.pdf
Every Child Matters: www.dfes.gov.uk/everchildmatters
Youth Matters: http://www.dfes.gov.uk/publications/youth/docs/youthmatters.pdf
Every Child Matters: Supporting the new agenda for children’s’ services and schools: www.standards.dfes.gov.uk/learningmentors
The Role of Learning Mentors: http://www.standards.dfes.gov.uk/learningmentors/
Supporting Choice: http://www.cegnet.co.uk/content/default.asp?PageId=2346
The Social and Emotional Aspect of learning (2005) http://www.teachernet.gov.uk/teachingandlearning/socialandpastoral/sebs1/seal/
http://www.standards.dfes.gov.uk/primary/publications/banda/seal/
http://www.teachernet.gov.uk/teachingandlearning/socialandpastoral/sebs1/
http://www.bandapilot.org.uk/
http://www.dfes.gov.uk/ibis/department_policy/seal01.cfm
Excellence in cities: http://www.standards.dfes.gov.uk/sie/eic/
Victoria Climbié: http://www.publications.parliament.uk/pa/cm200203/cmselect/cmhealth/570/570.pdf
Victoria Climbie Inqury: http://image.guardian.co.uk/sys-files/Society/documents/2003/01/28/climbiereport.pdf


Documents and useful web sites

The National College for School Leadership: More than a feeling: Developing the emotionally literate secondary school, (2006) http://www.ncsl.org.uk/media/440/03/more-than-a-feeling-summary.pdf

Literature Review: The Emotional Harm and Well-being of Children: http://www.nch.org.uk/uploads/documents/Emotional_harm_lit_review2.pdf


Literacy Trust: What is Emotional Literacy http://www.literacytrust.org.uk/Pubs/gerry.html


The Department for children Schools and families http://www.standards.dfes.gov.uk/

Promoting Emotional Health and Wellbeing (useful web address at the back of this publication) http://www.wiredforhealth.gov.uk/PDF/139641_HDA_Complete.pdf

Antidote Campaign for Emotional Literacy: www.antidote.org.uk

The national Emotional Literacy interest Group: www.nelig.com


Learning mentors and informal education: http://www.infed.org/learningmentors/lrn-ment.htm


City Challenge: http://www.dfes.gov.uk/citychallenge/

Education and learning: http://www.direct.gov.uk

A Curriculum Framework for Social Inclusion
http://www.gettingconnected.org.uk/

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Sims, Margaret. "Editorial." Australian Journal of Early Childhood 30.4 (2005): ii+. Questia. 24 June 2008 http://www.questia.com/PM.qst?a=o&d=5011758199.

A www.questia.com/PM.qst?a=o&d=5006702923

West, Patrick. "The Philosopher as Dangerous Liar: Michel Foucault (Right) Taught That Might Is Right, Truth Is Relative, and History Just an Interesting Narrative. Why Do We Still Lionise the French Philosopher?." New Statesman 28 June 2004: 24+. Questia. 24 June 2008 http://www.questia.com/PM.qst?a=o&d=5006702923.

Why the Thought Police Who Want to Constantly Test Our Children Need to Have THEIR Heads Examined." The Daily Mail (London, England) 7 June 2007: NA. Questia. 24 June 2008 http://www.questia.com/PM.qst?a=o&d=5021132506.

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Title: Categorize the behaviors and thought processes of school aged children in relation to the principals of cognitive psychology in order to explain the outcomes of teaching practicies

  • Total Pages: 2
  • Words: 643
  • Bibliography:0
  • Citation Style: APA
  • Document Type: Essay
Essay Instructions: Advanced Education Psychology- Masters Class

Course requirement:
1. Article review:

2. Cogently written in no more than two (double spaced) pages.

3. Adress both content and quality of the research.

4. Presented in such a way as to make explicit how the work either supports or provides a counterpoint to your own views.

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Bibliography:

Work Cited

Hale Benson. (1982) Black Children: Their Roots, Culture and Learning Styles.Provo, UT: Brigham Young University Press.

Wilson-Jones, Linda and Marie Cain Caston. (Dec 2004) "Cooperative Learning and its Effect on African-American Males." The Journal of Instructional Psychology.pp.1-2. Retrieved 19 Oct 2005.

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Title: Society and Schools

  • Total Pages: 5
  • Words: 1500
  • Sources:0
  • Citation Style: MLA
  • Document Type: Research Paper
Essay Instructions: 2 brief MLA citations
Essay, written college year 2 level

AT LEAST SIX SENTENCES ABOUT EACH TOPIC:

Trace the historical development of the American Public School
List the essential components of a successful school
Identify and list the sources of education policy
Summarize the roles of federal, state, county and local education agencies
Interpret recent reform movements that have shaped education
Philosophical roots of the American educational system.
Psychological and sociological theoretical underpinnings that influence
curriculum, school structure and teaching.
Practical, professional and legal implications of teaching.
Approaches to curriculum, discipline and classroom management.
Curriculum models and development, sources of school policy
Developmental characteristics of students
Applications of education psychology principles
Societal issues and their impact on schools
Political influences on education, legal and funding issues
Reform movements
Equal educational opportunities

Textbook used in the course:
Teachers, Schools, and Society. Sadker, M. P., & Sadker, D.M.

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Excerpt From Essay:
Sources:

Works Cited

Cremin, Lawrence A. American Education: The Metropolitan Experience. New York: Harper and Row, 1988.

Sadovnik, Alan R. And Peter W. Cookson, Jr. Exploring Education: An Introduction to the Foundations of Education. Needham Heights: Pearson Educational, 2001.

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