How Social and Emotional Development Add Up: Getting Results in Math and Science Education

209 Pages·2003·0.99 MB·English

by  Norris M. Haynes

The Series on Social Emotional Learning
Teachers College Press
in partnership with the Center for Social and Emotional Education and the
Collaborative to Advance Social and Emotional Learning (CASEL)
Jonathan Cohen, Series Editor
CONSULTINGEDITORS:
Maurice Elias, Norris M. Haynes, Roger Weissberg, and Joseph Zins
EDITORIALADVISORYBOARD:
J. Lawrence Aber, Diana Allensworth, Michael Ben-Avie, Robert Coles,
James P. Comer, Ann Lieberman, Pearl R. Kane, Catherine Lewis,
Karen Marschke-Tobier, John O’Neil, Nel Noddings,
Seymour B. Sarason, Thomas Sobol
How Social and Emotional Development Add Up:
Getting Results in Math and Science Education
NORRISM. HAYNES, MICHAELBEN-AVIE,
ANDJACQUEENSIGN,EDITORS
Higher Expectations: Promoting Social Emotional Learning
and Academic Achievement in Your School
RAYMONDJ. PASI
Caring Classrooms/Intelligent Schools:
The Social Emotional Education of Young Children
JONATHANCOHEN,EDITOR
Educating Minds and Hearts:
Social Emotional Learning and the Passage into Adolescence
JONATHANCOHEN,EDITOR
Social emotional learning is now recognized as an essential aspect of children’s
education and a necessary feature of all successful school reform efforts. The
books in this series will present perspectives and exemplary programs that foster
social and emotional learning for children and adolescents in our schools, includ-
ing interdisciplinary, developmental, curricular, and instructional contributions.
The three levels of service that constitute social emotional learning programs will
be critically presented: (1) curriculum-based programs directed to all children to
enhance social and emotional competencies, (2) programs and perspectives
intended for special needs children, and (3) programs and perspectives that seek
to promote the social and emotional awareness and skills of educators and other
school personnel.

How Social and
Emotional Development
Add Up
GETTING RESULTS IN MATH AND SCIENCE
EDUCATION
EDITED BY
Norris M. Haynes, Michael Ben-Avie,
and Jacque Ensign
TeachersCollege
ColumbiaUniversity
NewYorkandLondon
PublishedbyTeachersCollegePress,1234AmsterdamAvenue,NewYork,NY10027
Copyright2003byTeachersCollege,ColumbiaUniversity
Allrightsreserved.Nopartofthispublicationmaybereproducedortransmittedinanyform
orbyanymeans,electronicormechanical,includingphotocopy,oranyinformationstorage
andretrievalsystem,withoutpermissionfromthepublisher.
PhotographsbyMichaelJacobson-HardyandLauraBrooks.
LibraryofCongressCataloging-in-PublicationData
Howsocialandemotionaldevelopmentaddup:gettingresultsinmathandscience
education/editedbyNorrisM.Haynes,MichaelBen-Avie&JacqueEnsign;foreword
byRogerP.WeissbergandElizabethWrightWeissberg.
p. cm.—(Theseriesonsocialemotionallearning)
Includesbibliographicalreferencesandindex.
ISBN0-8077-4307-0(cloth:alk.paper)—ISBN0-8077-4306-2(pbk.:alk.paper)
1. Mathematics—Studyandteaching. 2. Science—Studyandteaching. 3. Affective
education. 4. Sociallearning. I. Haynes,NorrisM. II. Ben-Avie,Michael III. Ensign,
Jacque.IV.Series.
QA11.2H682003
510′.71—dc21 2002075053
ISBN0-8077-4306-2(paper)
ISBN0-8077-4307-0(cloth)
Printedonacid-freepaper
ManufacturedintheUnitedStatesofAmerica
10 09 08 07 06 05 04 03 8 7 6 5 4 3 2 1
To
Donald J. Cohen, M.D.
Director, Yale Child Study Center
(1983–2001)

Contents
Foreword, by Roger P. Weissberg & Elizabeth Wright Weissberg ix
Preface, by Norris M. Haynes xiii
Acknowledgments xv
INTRODUCTION:Social and Emotional Development in Relation
to Math and Science Learning—An Introduction to the Argument 1
Michael Ben-Avie, Norris M. Haynes, Jacque Ensign,
& Trudy Raschkind Steinfeld
1. Youth Development and Student Learning in Math and Science 9
Michael Ben-Avie, Norris M. Haynes, Jayne White,
Jacque Ensign, Trudy Raschkind Steinfeld, Loleta D. Sartin,
& David A. Squires
2. Connecting with Students on a Social and Emotional Level
Through In-Depth Discussions of Mathematics 36
John S. Zeuli & Michael Ben-Avie
3. Mathematics and Science Readiness and Policy 65
Veronica A. Roberts
4. Developmental Pathways to Mathematics Achievement 76
Judy Bippert & Nadine Bezuk
5. Success for Minority Students in Mathematics and Science:
Prerequisites for Excellence and Equity 89
Dionne J. Jones
vii
viii CONTENTS
6. Nurturing Mathematics Learning in the Classroom 103
Jacque Ensign
7. Excellence and Equity: A Regional Consortium for Reforming
Science Education 120
David Pettigrew & James Dolan
8. Stretching Students’ Future Orientation 137
Mary L. Moran with Michael Ben-Avie
9. A Corporate Partner in the Science Classroom 156
Tim Fowler
CONCLUSION: Integrating Social and Emotional Development
with Math and Science Learning on Every Possible Level 168
Michael Ben-Avie, Trudy Raschkind Steinfeld,
Jacque Ensign, & Norris M. Haynes
About the Editors and the Contributors 179
Index 183
Foreword
NORRIS HAYNES, Michael Ben-Avie, Jacque Ensign, and the other con-
tributors to this volume are scholarly, integrative researchers and prac-
titionerswhopresentacompellingboundary-spanningmessage:Socialand
emotional factors play a vital role in learning math and science, both as
barriers to learning and as enhancers of learning. By presenting a substan-
tial body of empirical research and sound, engaging educational strategies,
this book sets the record straight: Social and emotional variables signifi-
cantly influence how children learn and how they achieve in science and
math.Indoingso,itestablishesalandmarkfromwhichthereshouldbeno
turningback.Thisbookwillpositivelyaffecttheconceptualization,design,
implementation, and evaluation of future social and emotional learning
(SEL)programming(Eliasetal.,1997;Zins,Weissberg,Wang,&Walberg,
in press). It also will improve the future math and science instruction that
teachers provide to students.
We appreciate that Haynes, Ben-Avie, and Ensign encouraged us, a
father–daughterteam,towritethisforeword.Aspartofourcollaboration,
the second author agreed to share a student’s perspective on how social
and emotionalfactors have influencedher math performance, andthe first
author offered to share perspectives on the broader research base linking
social and emotional competence to academic learning. Elizabeth Wright
Weissberg wrote:
My dad has been a major motivator throughout my life. At one
point in junior high, I was having horrible trouble with math. It
wasn’t clicking and my teacher wasn’t helping either. So every night,
my dad would sit down with me and help me with my math. I
wasn’t always as grateful as I should have been; I sometimes got
quite irritable. However, my father knew not to take it personally. I
never excelled with Algebra 1, but I was able to master it with help
from my father. He was what kept me going with math. Without his
help, I probably would have dropped down a math level. The next
year I had a wonderful math teacher. He knew exactly what he was
teaching and howto teach it. Eachday the lesson plan waswell orga-
ix