Teaching with a Social, Emotional, and Cultural Lens

Teaching with a Social, Emotional, and Cultural Lens A Framework for Educators and Teacher Educators

Nancy L. Markowitz and Suzanne M. Bouffard
paper, 264 Pages
Pub. Date: May 2020
ISBN-13: 978-1-68253-474-8
Price: $32.00

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cloth, 264 Pages
Pub. Date: May 2020
ISBN-13: 978-1-68253-475-5
Price: $62.00

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Pub. Date: May 2020
ISBN-13: 978-1-68253-476-2

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Teaching with a Social, Emotional, and Cultural Lens goes beyond existing social emotional learning programs to introduce a new framework for integrating the development of key skills needed for academic success into daily classroom practice.


Social and emotional learning (SEL) is a powerful lever that can completely transform students’ lives. Teaching students SEL skills drives hope and engagement, which in turn drives achievement and opens doors to choice-filled lives. Teaching with a Social, Emotional, and Cultural Lens is an essential primer and critical resource for any educator who seeks to supercharge and harness their craft to achieve the absolute best possible outcomes for themselves and the children they serve. — Meria Joel Carstarphen, superintendent, Atlanta Public Schools, Georgia

Teaching with a Social, Emotional, and Cultural Lens is a call to action for teacher preparation programs. Starting out with a clear framework that describes these practices, and moving to illustrative examples from real classrooms in real schools, Markowitz and Bouffard have created a compelling blueprint to help practitioners, schools of higher education, and districts to integrate a social, emotional, and cultural lens into everything they do. — David Adams, director of social-emotional learning, Urban Assembly, and board member, Collaborative for Academic, Social, and Emotional Learning

Overall this short text brings a perspective that is refreshing and much needed, especially during a time when geography educators struggle to teach in impactful ways. — Journal of Geography

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About the Authors

Nancy L. Markowitz is the founder and executive director of the Center for Reaching & Teaching the Whole Child (CRTWC) and professor emerita in the Department of Teacher Education at San José State University. While at SJSU she taught courses including Creating an Effective Learning Environment and Social Studies Methods, as well workshops on effective coaching practices. She has also led major programmatic initiatives, including founding and directing both the Annenberg-funded university-district partnership, known as the Triple “L” Collaborative, and the award winning SJSU Multiple Subject Teacher Education Collaborative Residency Program. She was selected as a Carnegie Foundation for the Advancement of Teaching Scholar, where she researched building professional learning communities among university teacher educators. Previously, she worked as an inner-city elementary school teacher in the Los Angeles Unified School District and as a K–8 private school administrator. Her most recent work includes the development, implementation, and evaluation of the Teacher Educator Institute, an innovative program to scale CRTWC’s work of integrating the social, emotional, and cultural competencies in teacher preparation programs for teacher educators across the country. She is intent on drawing attention to the teacher professional development pipeline as a key lever of change. Her passion is to transform schools into places where both students and their teachers learn and thrive.

Suzanne M. Bouffard is a researcher and writer with a PhD in psychology and a passion for making research useful and accessible. Her book, The Most Important Year: Pre-Kindergarten and the Future of Our Children (Avery, 2017), has been reviewed by national media including NPR and the New York Times. Her first book for Harvard Education Press, Ready, Willing, and Able: A Developmental Approach to College Access and Success, coauthored with Mandy Savitz Romer, has been widely used by practitioners and policymakers around the country. She is currently the vice president of publications at Learning Forward and editor of The Learning Professional magazine. Prior to that, she spent ten years at the Harvard Graduate School of Education, where her research and writing focused on social and emotional learning (SEL), early childhood education, and family and community engagement in learning. She helped develop an SEL program called SECURe and helped launch the Making Caring Common initiative. Previously, with the Harvard Family Research Project, she led training and professional development for educators and conducted strategy development and program evaluation for nonprofits. Her writing has appeared in the New York Times, the Atlantic, the Daily Beast, U.S. News and World Report, and other national outlets, as well as education publications including Harvard Education Letter, Educational Leadership, Social Policy Report, and Kappan.

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Books From This Author

Ready, Willing, and Able