A
conceptual failure lies at the heart of ed reform's underperformance: the mistaken assumption that education policy, not classroom
practice, is the most important lever to pull to
drive enduring improvement.
The authors [1] look at the skills that help to
drive children's future outcomes, [2] describe how policy - makers, schools and families acknowledge the importance of fostering social and emotional skills development and the gap with the available teaching
practices, [3] present an approach to the study of social and emotional skills and the underlying
conceptual framework, and [4] highlight future work in this area.
The Gifts This is a fast - paced, interdisciplinary workshop designed to expand the possibilities of students»
practices using a wide range of materials and processes —
driven by
conceptual thinking.