Parent and Teacher Perceptions of the Importance of Social-emotional Learning in the Schools PDF Download
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Author: Heather Mae Calkins
Publisher:
ISBN: 9781392383353
Category :
Languages : en
Pages : 84
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Book Description
This thesis presents a research project that examined the differences between parent and teacher perceptions of social-emotional learning (SEL) in the schools. This project also examined how parents and teachers rank social-emotional goals with respect to academic goals for their children. Results indicate that teachers rate the importance of SEL more highly compared to parents; however, there was no difference in how parents and teachers ranked the items overall. Qualitative analyses revealed differences in the reasoning for parent and teacher support for SEL in the schools as well as concerns for the inclusion of SEL. Future research should further investigate these differences between parent and teacher perceptions of SEL, as this could influence how SEL is presented to stakeholders and how it is implemented.
Author: Heather Mae Calkins
Publisher:
ISBN: 9781392383353
Category :
Languages : en
Pages : 84
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Book Description
This thesis presents a research project that examined the differences between parent and teacher perceptions of social-emotional learning (SEL) in the schools. This project also examined how parents and teachers rank social-emotional goals with respect to academic goals for their children. Results indicate that teachers rate the importance of SEL more highly compared to parents; however, there was no difference in how parents and teachers ranked the items overall. Qualitative analyses revealed differences in the reasoning for parent and teacher support for SEL in the schools as well as concerns for the inclusion of SEL. Future research should further investigate these differences between parent and teacher perceptions of SEL, as this could influence how SEL is presented to stakeholders and how it is implemented.
Author: Heather Mae Calkins
Publisher:
ISBN:
Category :
Languages : en
Pages : 75
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Book Description
This dissertation presents a project that included two main objectives: 1) creating and validating a scale of teacher and parent perceptions of the importance of social-emotional learning (SEL) in the schools; and 2) examining differences among perceptions of SEL based on a variety of factors. Exploratory factor analyses indicate that all 50 original items related to the importance of including SEL in the schools loaded onto a single factor, SEL attitudes. Additional analyses indicate that this scale was highly reliable. Two additional subscales, academic priority and SEL effectiveness were also highly reliable and significantly correlated to SEL attitudes. The second component of this dissertation examined parent and teacher perceptions of SEL. Results indicate that parents perceive SEL as more effective compared to teachers. General education teachers with children with disabilities in their classrooms rated SEL effectiveness lower compared to general education teachers without children with disabilities in their classrooms and special education teachers. Teachers also rated academic priority significantly differently based upon the grade level that they teach. Future research should further validate the measure created as well as further investigate differences between parent and teacher perceptions of SEL.
Author: Marc A Brackett
Publisher: National Professional Resources Inc./Dude Publishing
ISBN: 9781934032183
Category : Education
Languages : en
Pages : 146
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Book Description
A research-based, field-tested program that enhances academic achievement and social competence with developmentally appropriate lessons that are integrated across the curriculum for K-5. The methodology accommodates all learning styles, with six concrete "how to" steps for quick and easy implementation. It also comes with the reproducible materials for student use, as well as supporting teacher materials.
Author: Jennifer Elizabeth Orgovan
Publisher:
ISBN:
Category : Social learning
Languages : en
Pages : 250
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Book Description
Social and Emotional Learning (SEL) has become an important topic in education as national awareness has arisen regarding the necessity of meeting students’ emotional and academic needs. A tremendous amount of research has been conducted surrounding SEL’s impact on students’ prosocial behaviors and educational outcomes, and program implementation (Brackett et al., 2012; Jennings & Greenberg, 2009; Jones et al., 2015; Payton et al., 2008). Academic outcomes improve as educators build their capacities around SEL program implementation and student SEL (Jones & Bouffard, 2012). Furthermore, there is a link between positive outcomes for teachers implementing SEL programming with increased job satisfaction, reduced stress, and teacher efficacy (Collie et al., 2011). Using a mixed-methods case study this dissertation examined one school’s SEL program implementation process, the impact on educators’ perception, and the impact on school climate. The impact the COVID-19 pandemic had on educators was also explored. Pre-pandemic School Climate Survey data as reported by teachers was examined. Through the analysis of educator interviews and program documents, information was gleaned. Several themes emerged through the qualitative data analysis, which included the importance of providing materials for implementation and building community and continuity through school-wide assemblies. Additionally, external factors influenced educator’s perceptions regarding SEL. Furthermore, the pandemic has impacted educators’ perceptions of SEL. Andragogy, a theory of adult learning, was the theoretical lens through which the study was analyzed. Findings indicate that the assumptions of andragogy were met and fostered educator growth. A set of one-way ANOVAs was conducted to compare differences across four years for the School Climate Survey outcomes. Qualitative results suggest limited improvement occurred with school climate following the implementation of SEL programming. There is evidence that collaboration among teachers had a statistically significant improvement, however, there were no other areas of SEL improvement indicated. This study is important as it adds to the empirical evidence that illustrates the benefits of SEL program implementation on educators and school climate.
Author: Maurice J. Elias
Publisher: ASCD
ISBN: 0871202883
Category : Affective education
Languages : en
Pages : 175
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Book Description
The authors draw upon scientific studies, theories, site visits, nd their own extensive experiences to describe approaches to social and emotional learning for all levels.
Author: Pamela Marie Forrester
Publisher:
ISBN:
Category : Affective education
Languages : en
Pages : 93
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Book Description
"This study seeks to understand the experiences of early elementary public-school teachers in regard to social emotional learning within their classrooms, which is important because teacher perspectives are rarely accounted for when districts discuss and use social and emotional learning practices. Research is largely focused on student outcomes, but literature shows that teacher outcomes impacts student outcomes and teacher perceptions of social emotional learning can impact their abilities to effectively implement such practices. Social Emotional Learning is used as a framework to guide this interpretative phenomenological analysis of teacher perceptions and understanding of social emotional learning. Two research questions guided the study: (1) What are teacher perceptions and understanding of social emotional learning? (2) Given their perceptions and understandings, how do teachers incorporate social emotional learning into their everyday teaching practices? Participants included early elementary classroom teachers that were interviewed. Research findings revealed individual participants' perceptions and understandings of social emotional learning within their teaching practices"--Author's abstract.
Author: Andy Hargreaves
Publisher: Springer Science & Business Media
ISBN: 9048126606
Category : Education
Languages : en
Pages : 1078
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Book Description
The two volumes of the second edition of the International Handbook of Educational Change comprise a totally new, and updated collection of the most critical and cutting-edge ideas in educational change. Written by the most influential thinkers in the field, these volumes cover educational change at both the theoretical and practical levels. The updated handbook remains connected to the classical concerns of the field, such as educational innovation, reform, and change management, and also offers new insights into educational change that have been brought about by social change and shifting contexts of educational reform. Like the first best selling Handbook, this one will also undoubtedly become an essential resource for people involved in all spheres of education, from classroom teachers, teacher leaders and administrators to educational researchers, curriculum developers, and university professors. No other work provides such a wide-ranging and comprehensive examination of the field of educational change.
Author: Mary E. Caloccia
Publisher:
ISBN:
Category : Emotional conditioning
Languages : en
Pages : 67
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Book Description
The purpose of this investigation was to assess teachers on their knowledge and use of the social emotional learning standards, as well as their opinions as to whether the teaching of these standards is necessary in the education of their students. The population of possible participants included 440 professionally licensed teachers, primarily in souther Cook County, Illinois. The teachers polled were licensed in either general education, special education, or dully licensed in both disciplines. The data was collected by means of an electronically disbursed anonymous survey. The responses, while noteworthy, were very poor in terms of the return rate. The overall results were that special educators were more knowledgeable, planned for and used the standards at greater percentages than did their general education counterparts. However, results on teacher perceptions as to the need for teaching these standards were more closely aligned. Future investigations into disparity might involve educator training.
Author: Anna-Lisa Mackey
Publisher: John Wiley & Sons
ISBN: 1119814340
Category : Education
Languages : en
Pages : 226
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Book Description
Learn to implement powerful new learning techniques in your classroom experience In The Social Emotional Classroom, celebrated educators and authors Anna-Lisa Mackey and Melissa Ragan deliver an insightful, rigorous, and accessible treatment of social emotional learning in education. Using research from the Theory of Constructed Emotion, the authors highlight the relationship between the new view of neurobiology and Social Emotional Learning. The book connects five key competencies, including self-awareness, social awareness, self-management, responsible decision-making, and relationship skills, to this new understanding of the brain. You'll also learn from: Teacher stories included in each chapter The inclusion of over two decades worth of experience and research in the field of social and emotional learning Instructions and guides for educators to embed social and emotional learning into their everyday practices Perfect for K-12 educators, principals, superintendents, and other education leaders, The Social Emotional Classroom will also earn a place in the libraries of parents and caregivers who are responsible for young people's day-to-day learning.
Author: Todd A. Oswald
Publisher:
ISBN:
Category :
Languages : en
Pages : 125
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Book Description
This qualitative study was designed to explore the perceptions of elementary-aged families regarding social-emotional learning. Participants included families of students in kindergarten through sixth grade from three school districts in southeastem Pennsylvania. Four hundred ninety-one families provided input to the researcher-designed survey instruments consisting of two demographic questions, 15 Likert-style statements, two rank-order questions, and six open-ended questions. Additionally, five contributors participated in voluntary structured interviews consisting of five questions. Respondents strongly held schools should include social-emotional learning in their every-day instruction and the majority of the content areas. Academic achievement, recognizing and controlling emotions, and giving students a sense of control in their lives were perceived benefits. There is a lack of carry-over of the social-emotional skills between the school and home settings along with a lack of specific communication on the part of schools. Data revealed that the socio-economic status does play a role in the competencies in which families prioritize in both school and home. Results of this study concluded that schools and families should partner together to identify those priority competencies that are valued most. Finally, as both families and schools work to design social-emotional programs, they should take into account that socio-economics does play a significant role in those competencies that are valued most.
