Topic: The RULER Approach

Creating an emotionally intelligent school district: A skill based approach

(2007)
Center Authors: Brackett, M. A.
Topics: ,
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http://ei.yale.edu/publication/creating-an-emotionally-intelligent-school-district-a-skill-based-approach/

In this chapter we describe a model developed to address needs related to district-wide implementation of SEL programs.

Brackett, M. A., Alster, B., Wolfe, C. J., Katulak, N., & Fale, E. (2007). Creating an emotionally intelligent school district: A skill–based approach. In R. Bar-On, J. G. Maree, & M. J. Elias (Eds.), Educating people to be emotionally intelligent (pp. 123-137). ABC-Clio, LLC.

Improving classroom quality with The RULER Approach to social and emotional learning: Proximal and distal outcomes

(2013)
Center Authors: Hagelskamp, C., Brackett, M. A., Rivers, S. E., Salovey, P.
Topics: , ,
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http://ei.yale.edu/publication/improving-classroom-quality-with-the-ruler-approach/

The RULER Approach is designed to improve the quality of classroom interactions through professional development and classroom curricula that infuse emotional literacy instruction into teaching–learning interactions. A 2-year, cluster randomized controlled trial was conducted to test hypotheses derived from this theory.  Findings highlight the important contribution of emotional literacy training and development in creating engaging, empowering, and productive learning environments.

Hagelskamp, C., Brackett, M. A., Rivers, S. E., & Salovey, P. (2013). Improving classroom quality with the RULER approach to social and emotional learning: Proximal and distal outcomes. American Journal of Community Psychology, 1-14. doi: 10.1007/s10464-013-9570-x

Improving the social and emotional climate of classrooms: A clustered randomized controlled trial testing The RULER Approach

(2012)
Center Authors: Rivers, S. E., Brackett, M. A., Reyes, M. R., Elbertson, N. A.
Topics: ,
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http://ei.yale.edu/publication/improving-the-social-and-emotional-climate-of-classrooms/

The RULER Approach is designed to modify the quality of classroom social interactions so that the climate becomes more supportive, empowering, and engaging.  Results showed that compared to classrooms in comparison schools, classrooms in RULER schools were rated as having higher degrees of warmth and connectedness between teachers and students, more autonomy and leadership among students, and teachers who focused more on students’ interests and motivations.

Rivers, S. E., Brackett, M. A., Reyes, M. R., Elbertson, N. A., & Salovey, P. (2013). Improving the social and emotional climate of classrooms: A clustered randomized controlled trial testing the RULER approach. Prevention Science, 14, 77-87. doi: 10.1007/s11121-012-0305-2