Where it is used
Each entry identifies the volume, edition, chapter or appendix in which the work appears.
The evidence behind the series
Follow the research.
Explore every source.
Browse the scientific research and professional literature used across all seven volumes of The Science of Learning for Educators.
7book volumes
8author ranges
1searchable library
Search the collection
Find a paper, author or idea.
Choose an author range, search a title or concept, or narrow the collection by source type. Open any result to see where it appears in the books, read its evidence summary and follow available source links.
2 references
-
- Vol 4 RE: Chapter 12
social-emotional learningemotional intelligenceemotion regulationschoolwide implementationteacher professional learningschool climateemotional competencetheory of changeJournal article Evidence summaryAt a glance
Brackett and colleagues describe RULER as a theory-driven, schoolwide approach that integrates social, emotional, and academic learning rather than treating emotional skills as a stand-alone lesson.
Key ideas
The framework is grounded in emotional-intelligence theory and organizes learning around recognizing, understanding, labeling, expressing, and regulating emotion. Implementation includes professional learning for adults, shared tools and routines, classroom instruction, and practices intended to influence relationships and school climate. The authors explain how emotions affect attention, memory, decision-making, health, and the quality of teaching and learning, making adult competence and organizational support central to the model. They also review the program’s theory of change and available evidence while identifying questions for further research and implementation.
Why it matters
For educators, the article’s main implication is systemic: durable social-emotional learning requires common language, repeated practice, supportive leadership, and alignment across classrooms and the wider school, rather than isolated activities delivered only to students.
View or buy the cited work >>Read a similar article free online >>
-
- Vol 4 RE: Chapters 21, 24, App C
emotional intelligenceemotion perceptionemotion regulationemotional understandingacademic experiencesocial functioningperformance-based assessmentmeasurement validityJournal article Evidence summaryAt a glance
Brackett, Rivers, and Salovey review emotional intelligence as a set of abilities for perceiving emotion, using emotion to support thought, understanding emotional information, and regulating emotion.
Key ideas
They distinguish this ability model and its performance-based measures from broader mixed or trait conceptions that combine personality, motivation, and social qualities. The review considers evidence linking emotional intelligence with personal well-being, relationships, social functioning, academic experience, and workplace performance, while noting measurement and causal limitations in the literature. Emotionally intelligent action involves integrating feeling with reasoning rather than treating the two as opposites. For educators, the article offers a framework for helping learners identify and interpret emotions, understand how feelings influence attention and decisions, and practise regulation strategies.
Why it matters
It also cautions that claims about emotional intelligence should be evaluated against the definition and assessment method actually used.
A transparent research trail
More than a bibliography.
What it contributes
Evidence summaries explain the central idea and why the source matters to educators.
How to access it
Entries link to lawful full text where available, or to a publisher, library or purchase page.
Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
From sources to a coherent pathway