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<span><span><span>This handbook is the first definitive source on character education, social-emotional learning, and school climate improvement. Each chapter includes discussion of practices and models of education as well as theory and research that grounds these approaches. Case studies add the voices and insights of practitioners with experience in adopting, implementing, and evaluating prosocial education school reform strategies.</span></span></span>

<span><span><span>Preface </span><span>- </span><span>1 </span><span>Pacific Institute for Research and Evaluation </span></span><br><span><span>Preface -2 </span><span>Co-editors + Acknowledgements</span></span><br><span><span>Foreword</span><span> - Nel Noddings</span></span><br><span></span><br><span><span>PART 1: Defining Prosocial Education</span></span><br><br><span><span>Chapter 1: The Second Side of Education: Prosocial Development </span></span><br><span><span>Chapter 2: Prosocial Education's History </span></span><br><span><span>Chapter 3: The History and Direction of Research on Prosocial Education </span></span><br><span><span>Chapter 4: The Practice of Prosocial Education </span></span><br><span><span>Chapter 5: Prosocial Education: Applied Theory in Action</span></span><br><span><span> </span></span><br><span><span>PART II: Prosocial Education: Evidence and Practice</span></span><br><span><span> </span></span><br><span><span>Chapter 6: Character Education: A Primer on History, Research and Effective Practices</span></span><br><span><span>Case Studies</span><span>: a. Francis Howell Middle School, Missouri</span></span><br><span><span>b. The Jefferson Way </span></span><br><span><span>Chapter 7: Civic Education and Prosocial Behavior</span></span><br><span><span>Case Studies:</span><span>a. Project Citizen</span></span><br><span><span>b. Civic Environmentalism: Social Responsibility for Public Resources</span></span><br><span><span>Chapter 8: Moral Education</span></span><br><span><span>Case Studies</span><span>a. Philosophy as Prosocial Education</span></span><br><span><span>b. Reading for Life</span></span><br><span><span>c. The “A” School: Democracy and Learning</span></span><br><span><span>Chapter 9: School Climate and Culture Improvement: A Prosocial Strategy that Recognizes, Educates, and Supports the Whole Child and the Whole School Community</span></span><br><span><span>Case Studies:</span><span>a</span><span>. </span><span>School Climate: The Roadmap to Student Achievement</span></span><br><span><span> b. School Climate Reform at Upper Merion Area Middle School</span></span><br><span><span>Chapter 10: The Case for Prosocial Education: Service-Learning as Community Building</span></span><br><span><span>Case Studies:</span><span>a. Service Learning Success in Philadelphia</span></span><br><span><span>b. Service-Learning in Mineola High School</span></span><br><span><span>c. Service Learning in Practice: Lake Riviera Middle</span><span> </span><span>School</span></span><br><span><span>Chapter 11: Social and Emotional Learning and Prosocial Education: </span></span><br><span><span>Theory, Research, and Programs</span></span><br><span><span>Case Studies</span><span></span><span>a. Implementing the PATHS Program in Birmingham, UK</span></span><br><span><span>b. Roots of Empathy</span></span><br><span><span>c. The Missing Piece in Schooling: Social and Emotional Learning</span></span><br><span><span>Chapter 12: Supporting Educational Goals through Cultivating Mindfulness:</span></span><br><span><span>Approaches for Teachers and Students</span></span><br><span><span>Case Studies:</span><span>a. Learning to BREATHE, </span></span><br><span><span>b. Implementing the Cultivating Awareness and Resilience in Education Program (CARE)</span></span><br><span><span>Chapter 13: Positive Youth Development</span></span><br><span><span>Case Studies:</span><span>a. Integrating Six Developmental Pathways in the Classroom: The Synergy between Teacher and Students </span></span><br><span><span>b. Children First: It Starts with You</span></span><br><span><span>c. Positive Youth Development: </span><span>Positive Action</span><span> at Farmdale Elementary School</span></span><br><span><span>Chapter 14: Prevention of Harassment, Intimidation and Bullying </span></span><br><span><span>Case Studies:</span><span> a.</span><span> </span><span>Lynch Elementary School Bullying Prevention Program</span></span><br><span><span>b. Team LEAD—Leadership, Empathy, Accountability, and Discussion: </span></span><br><span><span>Addressing Social Aggression through Bystander Leadership Groups</span></span><br><span><span>c. Building a Bullying Prevention Program from the Ground Up: </span></span><br><span><span>Students as the Key</span></span><br><span><span>Chapter 15: Establishing the Foundations: Prosocial Education in Early Childhood Education </span><span> </span></span><br><span><span>Case Studies:</span><span>a. The Early Learning Campus</span></span><br><span><span>b. Implementing an Evidence-Based Preschool Program: A Superintendent’s Perspective on Tools of the Mind</span></span><br><span><span>N. Chapter 16: After School as a Context for Prosocial Education </span></span><br><span><span>Case Studies:</span><span>a. The Core Five Essentials: A Prosocial Application in After-School Settings</span></span><br><span><span>b. The Committee for Hispanic Children and Families After-School Program at PS/MS 279.</span></span><br><span><span> Chapter 17: Building a Prosocial Mindset in Education in Teacher and Administrator Preparation Programs </span></span><br><span><span>Case Studies:</span><span>a. Developing Emotionally Intelligent School Counselors for the Prosocial Classroom </span></span><br><span><span>b. Leading in the Middle: A Tale of Prosocial Education Reform</span></span><br><span><span> in Two Principals and Two Middle Schools</span></span><br><span><span>c. Prospective Teachers’ Work with Homeless Youth: </span></span><br><span><span>Articulating the Value of Service Learning in Teacher Education</span></span><br><span><span> P. Chapter 18: Multicultural Education as Prosocial Education </span></span><br><span><span>Case Studies:</span><span>a. Facing History and Ourselves</span></span><br><span><span>b. Educating American Indian Children: Creating a Prosocial Context </span></span><br><span><span> </span></span><br><span><span>PART 3: Voices from the Field: Who Does Prosocial Education and How Do they Do It?</span></span><br><span><span> </span></span><br><span><span>Chapter 19:</span><span>The District Superintendent's Role in Supporting Prosocial Education </span></span><br><span><span>Chapter 20: The School Principal's Role in Planning and Organizing Prosocial Education </span><span> </span></span><br><span><span>Chapter 21: The School Specialist's Role as a Champion for Prosocial Education</span></span><br><span><span>Chapter 22: The Teacher's Role in Implementing Prosocial Education </span></span><br><span></span><br><span><span>PART 4: Summary &amp; Recommendations</span></span><br><span><span> </span></span><br><span><span>Chapter 23: A Body of Evidence </span></span><br><span><span>Chapter 24: Prosocial Education: Weaving a Tapestry to Support Policy and Practice</span></span><br><span><span></span></span><br><span><span>Author Profiles</span></span><br><span></span></span>

<span><span><span>List of Contributors:</span></span><br><span><span>Wolfgang Althof, Karen Mariska Atkinson, Maya Falcon Aviles, Nick Axford, Betty Bardige, Joyce A. Barnes, Dennis J. Barr, Anna Bateman, Jim Bentley, Marvin W. Berkowitz, Sheldon H. Berman, Melinda C. Bier, Elena Bodrova, Satpal Boyes, Margaret Stimmann Branson, Trish Broderick, Fay E. Brown, Philip M. Brown, Vanessa Camilleri, Florence Chang, Jonathan Cohen, James P. Comer, Maureen Connolly, Michael W. Corrigan, E. Janet Czarnecki, Lisa De Bellis, Ms. Teresita Saracho de Palma, Joyce A. DeVoss, Maurice J. Elias, Connie Flanagan, Brian Flay, Erin Gallay, Karen Geller, Larissa K. Giordano, Colette Gosselin, Maughn Gregory, Michelle E. Grimley, Doug Grove, Scott Hall, Heidi L. Hallman, Deborah Hecht, Ann Higgins-D’Alessandro, Jennie Hine, Cheryl Hopkins, Anne-Marie Hoxie, Jill L. Jacobi-Vessels, Patricia A. Jennings, Amy Johnston, Bridget Kerrigan, Yael Kidron, Denise C. Koebcke, Tony Lacey, Jennifer Lane, Ann Larson, Minna Lehtonen, Ricardo Lopez, Vonda Martin, Jennifer McElgunn, Tinia R. Merriweather, Johncarlos M. Miller, Laura C. Morana, Jacqueline A. Norris, Judith Nuss, Mary Utne O’Brien, Monique Tjan Ohashi, David Osher, Kristen Pelster, Laura J. Pinger, Ann Marie R. Power, F. Clark Power, Joan Reubens, Howard Rodstein, Robert W. Roeser, Judy Rosen, Kimberly A. Schonert-Reichl, Alesha D. Seroczynski, Christine Sherretz, Chris Smith, Frank J. Snyder, Susan Stillman, Betty W. Straub, Michael Swartz, Sandy Swartz, Janet E. Th ompson, Ross A. Thompson, Janet Urbanski, Dorothy J. Veith, Philip Vincent, Becky Wilson, Abby C. Winer, Jose C. Zamora </span></span><br><span></span><br><span><span>About the Authors:</span></span><br><span><span>Philip M. Brown</span><span> is former director of the Center for Social and Character Development and fellow at the Center for Applied Psychology at Rutgers University. He also serves as senior consultant for the National School Climate Center. <br><br></span><span>Michael W. Corrigan</span><span> is associate professor of educational psychology, human development, and research methods at Marshall University, where he also serves as director of research for the College of Educations.<br><br></span><span>Ann Higgins-D’Alessandro</span><span> is professor of psychology and former director of the Applied Developmental Psychology Graduate Program at Fordham University. She also serves as director of Development for the international Association for Moral Education.</span></span><br><span></span></span>