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: 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: 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: Nicole Sooknanan
Publisher:
ISBN:
Category : Affective education
Languages : en
Pages : 0
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Book Description
Author: Jessica Alwell
Publisher:
ISBN:
Category : Affective education
Languages : en
Pages : 0
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Book Description
Author: Jessie Ee
Publisher:
ISBN:
Category :
Languages : en
Pages : 14
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Book Description
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: Joan DeJaeghere
Publisher: Springer Nature
ISBN: 3030852148
Category : Study Aids
Languages : en
Pages : 283
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Book Description
This open access volume critically reviews a diverse body of scholarship and practice that informs the conceptualization, curriculum, teaching and measurement of life skills in education settings around the world. It discusses life skills as they are implemented in schools and non-formal education, providing both qualitative and quantitative evidence of when, with whom, and how life skills do or do not impact young women’s and men’s lives in various contexts. Specifically, it examines the nature and importance of life skills, and how they are taught. It looks at the synergies and differences between life skills educational programmes and the way in which they promote social and emotional learning, vocational/employment education, and health and sexuality education. Finally, it explores how life skills may be better incorporated into education and how such education can address structures and relations of power to help youth achieve desired future outcomes, and goals set out in the Sustainable Development Goals (SDGs). Life skills education has gained considerable attention by education policymakers, researchers and educators as being the sine qua non for later achievements in life. It is nearly ubiquitous in global and national education policies, including the SDGs, because life skills are regarded as essential for a diverse set of purposes: reducing poverty, achieving gender equality, promoting economic growth, addressing climate change, fostering peace and global citizenship, and creating sustainable and healthy communities. Yet, to achieve these broad goals, questions persist as to which life skills are important, who needs to learn them, how they can be taught, and how they are best measured. This book addresses these questions.
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.
