Boston Globe, October 13, 2018
By Kara Baskin
Scholars at WCW spoke at conferences and workshops on early child care and social and emotional learning, two crucial education areas.
April 2, 2018
Wellesley College program manager will discuss emerging research on gratitude in elementary school classrooms.
Open Circle, provider of a unique, evidence-based social and emotional learning (SEL) curriculum and professional development for kindergarten through Grade 5, recently announced that Kamilah Drummond-Forrester, M.A., has been promoted to director.
For Immediate Release: September 25, 2017
For Immediate Release: March 21, 2016
Sallie Dunning, M.Ed., trainer and coach at Open Circle (OC), and Jen Dirga, M.S.W., OC program manager, traveled to Uganda this spring to share techniques, perspectives, and ideas around social-emotional learning (SEL) with a rural community. Dunning and Dirga worked with Beatrice Achieng Nas, BSC, director and founder of the Pearl Community Empowerment Foundation (PCEF) and a recent visiting scholar at the Wellesley Centers for Women (WCW), to introduce the concept of SEL to educators, students, and families in Amor Village.
For Immediate Release: June 2, 2014
For Immediate Release: May 7, 2014
Boston.com, December 2, 2013
Jamaica Plain Gazette, October 11, 2013
The Bay State Banner, October 11, 2013
For Immediate Release: March 21, 2013
For Immediate Release: January 11, 2013
For Immediate Release: November 30, 2012
Humane Connection, February 8, 2013
Education Week Rules for Engagement, January 23, 2013
By Nirvi Shah
School Library Journal, January 14, 2013
Start Empathy, January 15, 2013
Education Week November 29, 2012
Tom Vander Ark
Research & Action Report, Spring/Summer 2012
Wellesley Centers for Women research and action initiatives are funded primarily by federal, state, and corporate grants and contracts. Several new and continuing projects received funding over the past six months.
Weston Patch January 16, 2012
Elizabeth S. Leaver
Research & Action Report, Spring/Summer 2011 Last year, Boston Public Schools Superintendent Carol Johnson identified 14 “Turnaround Schools,” described as significantly underperforming and in need of monitoring, support, and reform. Twelve of these schools were also designated by the Massachusetts Department of Elementary and Secondary Education as “Level 4” schools: those with consistently low scores and no substantial improvement over a four-year period in both English/ Language Arts and Mathematics on the Massachusetts Comprehensive Assessment System (MCAS).
Last year, Boston Public Schools Superintendent Carol Johnson identified 14 “Turnaround Schools,” described as significantly underperforming and in need of monitoring, support, and reform. Twelve of these schools were also designated by the Massachusetts Department of Elementary and Secondary Education as “Level 4” schools: those with consistently low scores and no substantial improvement over a four-year period in both English/ Language Arts and Mathematics on the Massachusetts Comprehensive Assessment System (MCAS).
Open Circle, a program of the Wellesley Centers for Women, works with elementary school communities in New England, New York, and New Jersey to help children become ethical people, contributing citizens, and successful learners. This program helps foster the development of relationships that support safe, caring, and respectful learning communities of children and adults. The Open Circle team is currently updating its grade-differentiated curriculum to provide more support around bullying prevention and increase accessibility and applicability to urban communities. More details about these updates will be posted in the next issue of Research & Action Report.
February 18, 2010
The Boston Globe
February 19, 2010
The Daily News Tribune (Waltham/Newton, MA)
February 12, 2010
The Boston Globe
Letter to the Editor
February 4, 2010
Taunton Daily Gazette (Taunton, MA)
January 22, 2010
April 22, 2009
The Boston Globe
April 12, 2009
April 10, 2008
February 1, 2008
March 22, 2007
Op-ed submission to the Boston Globe (unpublished)
by Pamela Seigel and James Vetter, Ed.M.
March 25, 2005
The recent shooting rampage at Red Lake High School was among the most violent episodes ever experienced in a school in the United States. Why are we not more shocked? Media reports seem more sparse and muted than with other school shootings in recent years. Could it be after the string of similar attacks by young people from Littleton, Colorado to Jonesboro, Arkansas, we have grown too accustomed to the violence and alienation this desperate act reflects? We may never know why Jeff Weise killed nine others and then himself that Monday afternoon, but we can see familiar patterns. According to press accounts, Weise was a troubled young person who reported being victimized at home and by other students. Neighbors claim that he had few friends and that few adults took the time to get to know him. In recent weeks, depression and teasing at school caused him to retreat to home tutoring. Reports of other school shootings often portray isolated loners with few social skills, excluded from the peer group. Many were targets of bullying and harassment.
January 26, 2006