Inspiring people to practice kindness and pass it on to others
Bring kindness to your school!LEARN MORE
Course Dates: February 22 – May 3, 2014
This 30-hour distance learning course (2 continuing education credits) explores how kindness-centric education can improve classroom culture and school climate.
This course is intended to increase educator awareness of how teaching prosocial behavior contributes to social problem solving, academic engagement and improved classroom and school climate.
Experts from the fields of school climate, social emotional learning and teacher education speak about the relationship between the increased experience of positive school climate, social emotional competency and improved academic engagement.
Dr. Randy Testa (Harvard School of Education) Vice President, Education and Professional Development, Walden Media. [FULL BIO]
Dr. Jonathan Cohen is an educator-clinician. He has worked with K-12 students, educators and parents since 1974 as a middle school special educator, school psychologist, professional development facilitator, and school climate improvement leader/learner. [FULL BIO]
David Esquith has served in the U.S. Department of Education’s Office of Special Education and Rehabilitative Services for 23 years. Mr. Esquith brings a wealth of program and management experience to OSHS having worked with formula and discretionary grant programs in the Office of Special Education Programs, the Rehabilitation Services Administration (RSA), and the National Institute on Disability and Rehabilitation Research (NIDRR). [FULL BIO]
Brenda Girton-Mitchell is the director of the Department's Center for Faith-Based and Neighborhood Partnerships. The mission of the Center for Faith-Based and Neighborhood Partnerships at the Department of Education is to promote student achievement by connecting schools and community-based organizations, both secular and faith-based, as we build a culture of educational excellence. [FULL BIO]
Dr. Daniel P. Liston is a Professor of Education in the School of Education at the University of Colorado at Boulder. His past work includes numerous articles and several books examining the social and political context of schooling, teacher education, and curriculum theory. [FULL BIO]
Dr. Nel Noddings spent fifteen years as a teacher, administrator, and curriculum supervisor in public schools; she served as a mathematics department chairperson in New Jersey and as Director of the Laboratory Schools at the University of Chicago. At Stanford, she received the Award for Teaching Excellence three times. She also served as Associate Dean and as Acting Dean at Stanford for four years. [FULL BIO]
Dr. Robert W. Roeser is a Professor of Psychology in the Department of Applied Psychology at Portland State University and former Senior Program Coordinator for the Mind and Life Institute. He received his Ph.D. from the Combined Program in Education and Psychology at the University of Michigan (1996) and holds master's degrees in religion and psychology, developmental psychology and clinical social work. [FULL BIO]
Dr. Kimberly Schonert-Reichl is an Applied Developmental Psychologist and a Professor in the Department of Educational and Counseling Psychology and Special Education at the University of British Columbia. Kim received her M.A. from the University of Chicago and her Ph.D. from the University of Iowa. [FULL BIO]
Dr. Robert L. Selman is the Roy E. Larsen Professor of Education at the Harvard Graduate School of Education. In 1992, he founded the Prevention Science and Practice Program at HGSE, and from 2000-2005 he was the Chair of the Human Development and Psychology Area. [FULL BIO]
Richard Weissbourd is a lecturer at the Harvard Graduate School of Education, where he directs the Human Development and Psychology Program, and a lecturer at Harvard's Kennedy School of Government. His work focuses on moral development, vulnerability and resilience in childhood and effective schools and services for children. [FULL BIO]
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