Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Active Learning | 1 |
| Early Adolescents | 1 |
| Emotional Development | 1 |
| Grade 7 | 1 |
| Grade 8 | 1 |
| Individualized Instruction | 1 |
| Middle School Students | 1 |
| Preferences | 1 |
| Public Schools | 1 |
| Self Concept | 1 |
| Self Efficacy | 1 |
| More ▼ | |
Source
| Journal of Educational… | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
| Tests/Questionnaires | 1 |
Education Level
| Elementary Education | 1 |
| Grade 7 | 1 |
| Grade 8 | 1 |
| Junior High Schools | 1 |
| Middle Schools | 1 |
| Secondary Education | 1 |
Audience
Location
| Vermont | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkDeMink-Carthew, Jessica; Netcoh, Steven; Farber, Katy – Journal of Educational Research, 2020
Personalized learning (PL) and social-emotional learning (SEL) are areas of increasing emphasis in U.S. educational policy and practice. With the goal of examining how these initiatives may be mutually supportive, this exploratory study investigates the potential for a PL experience to help middle school students develop the SEL skill of…
Descriptors: Individualized Instruction, Self Concept, Social Development, Emotional Development
