Ohio Teachers' Awareness and Perceptions of the K-12 Social and Emotional Learning Standards Across the Eight Demographic Typologies PDF Download
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Author: Danielle Schweitzer
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
The positive impacts of social emotional learning (SEL) on student's well-being are well documented. With the recent adoption of the Ohio K-12 SEL standards in June of 2019, there is much to learn about the standards and the subsequent implementation of SEL programs statewide. Teacher awareness and perceptions are critical to ensure the standards are carried out with fidelity. This study examined data gathered from eight individual interviews of currently practicing teachers across the eight demographic typology categories in Ohio. Teachers shared their awareness and perceptions of the recently adopted SEL standards. Analysis of the interview transcripts revealed there was limited awareness of the contents of the SEL standards, and limited awareness of the specific standards or curricula that their respective school districts used for social emotional learning, across all school typologies and regions of the state. The SEL state standards were not mentioned initially by any of the participating teachers when asked to share their experiences with SEL to date. In exploring the perceptions of current teachers regarding the Ohio's K-12 Social and Emotional Learning standards, the analysis revealed four broad themes: 1) there is a need for SEL 2) certain teachers have limited involvement in district SEL programming 3) SEL standards are beneficial, and 4) adding standards without taking away other teaching responsibilities is a significant challenge. Subthemes emerged for theme four, including: getting buy-in from teachers is a barrier and time is a barrier. Although awareness was limited, all participants described the benefits of SEL programming for students, including academic success and the ability to express personal feelings and emotions. As a result, it is necessary that the Ohio K-12 Social and Emotional Learning Standards are disseminated to all of Ohio's teachers and that districts strive to implement social emotional learning that is aligned to the standards and carried out with consistency and fidelity.
Author: Danielle Schweitzer
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
The positive impacts of social emotional learning (SEL) on student's well-being are well documented. With the recent adoption of the Ohio K-12 SEL standards in June of 2019, there is much to learn about the standards and the subsequent implementation of SEL programs statewide. Teacher awareness and perceptions are critical to ensure the standards are carried out with fidelity. This study examined data gathered from eight individual interviews of currently practicing teachers across the eight demographic typology categories in Ohio. Teachers shared their awareness and perceptions of the recently adopted SEL standards. Analysis of the interview transcripts revealed there was limited awareness of the contents of the SEL standards, and limited awareness of the specific standards or curricula that their respective school districts used for social emotional learning, across all school typologies and regions of the state. The SEL state standards were not mentioned initially by any of the participating teachers when asked to share their experiences with SEL to date. In exploring the perceptions of current teachers regarding the Ohio's K-12 Social and Emotional Learning standards, the analysis revealed four broad themes: 1) there is a need for SEL 2) certain teachers have limited involvement in district SEL programming 3) SEL standards are beneficial, and 4) adding standards without taking away other teaching responsibilities is a significant challenge. Subthemes emerged for theme four, including: getting buy-in from teachers is a barrier and time is a barrier. Although awareness was limited, all participants described the benefits of SEL programming for students, including academic success and the ability to express personal feelings and emotions. As a result, it is necessary that the Ohio K-12 Social and Emotional Learning Standards are disseminated to all of Ohio's teachers and that districts strive to implement social emotional learning that is aligned to the standards and carried out with consistency and fidelity.
Author: Katherine Kapustka
Publisher: Routledge
ISBN: 1000548368
Category : Education
Languages : en
Pages : 158
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Book Description
Integrating Social and Emotional Learning with Content builds a framework for creatively and effectively using picture books to integrate social and emotional learning (SEL) with teaching across content areas. Thoughtful book choices in mixed-ability early elementary classrooms have the power to not only support gifted students as they develop academically, but also to provide an opportunity to address their unique social and emotional needs, such as asynchronous development and an early awareness of complex and challenging issues in their lives and the world at large. Picture books are an invaluable tool for this work because the characters, topics, and settings increasingly represent and celebrate the lived experiences of diverse student populations, supporting culturally responsive teaching. Packed with lesson plans, book lists, and more, this book is perfect for teachers in gifted and mixed-ability classrooms as well as homeschooling parents looking to help their children make meaningful connections between their culture, languages, and lived experiences and the academic content and SEL skills they are being taught in the classroom.
Author: Ohio. Department of Education
Publisher:
ISBN:
Category : Rural schools
Languages : en
Pages : 92
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Book Description
Author: Learner Outcomes Panel (Ohio)
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 178
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Author: Katrina E. Morrow
Publisher:
ISBN:
Category : Education, Secondary
Languages : en
Pages : 196
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Author:
Publisher:
ISBN:
Category : Competency-based education
Languages : en
Pages : 332
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Author: Ohio. Department of Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 12
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Author: Ohio Dept of Education
Publisher: Palala Press
ISBN: 9781378288757
Category : History
Languages : en
Pages : 176
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Book Description
This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
Author: Joyce L. Epstein
Publisher: Corwin Press
ISBN: 1483320014
Category : Education
Languages : en
Pages : 508
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Book Description
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Author: Ohio Association of Supervisors and Work-Study Coordinators
Publisher:
ISBN:
Category : Curriculum planning
Languages : en
Pages :
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