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• W86868615 abstract "To improve the quality of schooling, increased attention is being directed toward nurturing characteristics that address the social, emotional, and ethical aspects of a child's development. Such characteristics affect the academic achievement of students and are embedded in the relationships that exist between teachers and students; the environment of the school and classroom; students' feelings about themselves, and professionalism among administrators, faculty and staff. While there is evidence that addressing these characteristics is beneficial to students' success in school, there has been little interest in doing so. In short, what the reform movement has not addressed is a most critical aspect of educating: social-emotional development. This omission led me to an extensive inquiry into the characteristics of nurturing schools, focusing on the relationships among students' social, emotional, ethical and cognitive development. In phase one of the research, thirteen characteristics that exist in schools and address the social, emotional, and ethical development of children were identified (Green, 1997). These characteristics cluster logically into four themes: (1) effective teacher/student relationships; (2) environment of the school and classroom; (3) professionalism among administration, faculty, and staff, and (4) students' feelings about themselves (Green). Further investigation has generated mounting evidence that when the behavior of individuals in schools exemplifies these four themes, students' academics improve and their enthusiasm for school increases. In the current literature, there is much support for these four themes; the focus is shifting from exclusively addressing the intellectual development of students to combining intellectual development with social-emotional development. The school is being identified as a critical locus for student's social-emotional development, as well as their intellectual development. The notion that the incorporation of nurturing characteristics in schools will create conditions that are more conducive to student learning is well documented (George, 1987; Goodlad, 1984; O'Niel, 1997; Bosworth, 1995). One hypothesis being advanced by James Comer is that academic learning is made possible by addressing the child's overall development - not simply cognitive or intellectual development (O'Niel, 1997). Comer agrees that for a student to be successful, the student needs a threshold level of cognitive ability but suggests that creativity, personal discipline, and the ability to relate to people are just as important. Comer attributes this belief to the results achieved in the Yale Child Development Program and contends that we can integrate learning and social-emotional development by creating a good social climate in schools. According to Glasser (1997), in schools where his Quality School Program (a program that contains activities that address the psychological needs of students) has been implemented, students' suspensions have been reduced and students' achievement has been positively affected. The research on resiliency, reported by Henderson and Milstein (1996), recognizes both effective teacher/student relationships and environment of the school and classroom as potent determinants of student success in school. Their research offers evidence that when students feel a basic trusting relationship with adults and those adults focus on the strengths of students in a caring environment, student success in school is positively influenced. Children are likely to be more successful in school when they have a chance to become attached to adults who are meaningful and important to them. Evidence that the environment of the school and classroom has an effect on student achievement is offered by Darling-Hammond (1996). She suggests that the structure of schools is often a barrier to student learning and has proposed additions beyond establishing rigorous academic standards. …" @default.
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• W86868615 title "Nurturing Characteristics in Schools Related to Discipline, Attendance, and Eighth Grade Proficiency Test Scores" @default.
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