Titlebook: Social and Emotional Learning in Australia and the Asia-Pacific; Perspectives, Progra Erica Frydenberg,Andrew J. Martin,Rebecca J. Colli Bo

CAGE

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Responding to the Unique Social and Emotional Learning Needs of Gifted Australian Studentsneeds of gifted students and helping them to extend their skills to develop SEL competencies are preludes to enhancing their academic achievement, while consecutively promoting their personal well-being and healthy relationships.

Omniscient

Teachers’ Social and Emotional Competence: Links with Social and Emotional Learning and Positive Wor. Following this, the relevance of SEL for teachers is discussed by considering the important roles played by teachers’ beliefs about SEL, along with the impact that SEL programmes can have on teachers. To end, implications for practice, research, and theory that support the promotion of teachers’ S

GULF

Social and Emotional Learning in Singapore’s Schools: Framework, Practice, Research, and Future Direive for Academic, Social, and Emotional Learning (CASEL), the Framework differs in its emphasis on the cultivation of core moral values (respect, responsibility, integrity, care, resilience, and harmony) as guiding principles for the application of SECs. The SECs under the Framework are also the bas

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