國立虎尾科技大學 |

Implementing Social Emotional Learning : = The Need for a Broadened Leadership Role.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Implementing Social Emotional Learning :/
Reminder of title:	The Need for a Broadened Leadership Role.
Author:	Baskin, Kayleen Ann.
Description:	1 online resource (187 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
Contained By:	Dissertations Abstracts International85-12A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9798383164693

Implementing Social Emotional Learning : = The Need for a Broadened Leadership Role.
Baskin, Kayleen Ann.

Implementing Social Emotional Learning :The Need for a Broadened Leadership Role. - 1 online resource (187 pages)

Source: Dissertations Abstracts International, Volume: 85-12, Section: A.

Thesis (Ph.D.)--University of Minnesota, 2024.

Includes bibliographical references

School leaders work tirelessly to ensure a high-quality education for all, and many have implemented a social emotional learning (SEL) structure to support both the academic growth and emotional needs of students. While recent studies show the evidence-based practice of SEL positively impacts students' academic growth, developmental relationships, and sense of belonging in schools, the school leader's attention to the implementation process itself contributes to why school systems often fail to see desired results. The purpose of this study was to investigate the process and leadership qualities that leaders utilize when implementing SEL in a school. The study used a qualitative interview case study to investigate leadership decision making, practices, and experiences with implementation. Data were collected from multiple principals across the state of Minnesota in urban, suburban, and rural settings. Each of the school leaders shared their experiences in social emotional learning implementation, and their case studies were analyzed for themes in response to their roles as educational leaders. Findings from the study revealed a lack of convergence in leaders' knowledge of research and implementation practices in SEL programming. The first finding reveals the lack of preparation of the school system and school district accountability as leaders initiate SEL implementation processes. Secondly, the study reveals the necessity for district and building leaders to know all elements of the implementation process. The final finding is in the area of culturally responsive school leadership; there is a need to align leaders' knowledge of culturally responsive education with district and building action in this area. Overall, the findings suggest broader perspectives and roles for school leaders in implementation of initiatives. Ultimately, the findings result in recommendations for principal preparation programs, as well as current school and district leaders, to deeply understand implementation frameworks that encompass systems change and culturally responsive practices in order to successfully implement SEL. District systems must also support school leaders in their knowledge gaps, provide processes and structures to support their instructional leadership, and provide professional development that facilitates systems change.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798383164693Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

District leadershipIndex Terms--Genre/Form:

554714
Electronic books.

Implementing Social Emotional Learning : = The Need for a Broadened Leadership Role.
LDR:03752ntm a22003977 4500 001 1150909
005 20241029122353.5
006 m o d
007 cr bn ---uuuuu
008 250605s2024 xx obm 000 0 eng d
020 $a 9798383164693
035 $a (MiAaPQ)AAI31301557
035 $a AAI31301557
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Baskin, Kayleen Ann. $3 1477539
245 1 0 $a Implementing Social Emotional Learning : $b The Need for a Broadened Leadership Role.
264 0 $c 2024
300 $a 1 online resource (187 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
500 $a Advisor: Demerath, Peter.
502 $a Thesis (Ph.D.)--University of Minnesota, 2024.
504 $a Includes bibliographical references
520 $a School leaders work tirelessly to ensure a high-quality education for all, and many have implemented a social emotional learning (SEL) structure to support both the academic growth and emotional needs of students. While recent studies show the evidence-based practice of SEL positively impacts students' academic growth, developmental relationships, and sense of belonging in schools, the school leader's attention to the implementation process itself contributes to why school systems often fail to see desired results. The purpose of this study was to investigate the process and leadership qualities that leaders utilize when implementing SEL in a school. The study used a qualitative interview case study to investigate leadership decision making, practices, and experiences with implementation. Data were collected from multiple principals across the state of Minnesota in urban, suburban, and rural settings. Each of the school leaders shared their experiences in social emotional learning implementation, and their case studies were analyzed for themes in response to their roles as educational leaders. Findings from the study revealed a lack of convergence in leaders' knowledge of research and implementation practices in SEL programming. The first finding reveals the lack of preparation of the school system and school district accountability as leaders initiate SEL implementation processes. Secondly, the study reveals the necessity for district and building leaders to know all elements of the implementation process. The final finding is in the area of culturally responsive school leadership; there is a need to align leaders' knowledge of culturally responsive education with district and building action in this area. Overall, the findings suggest broader perspectives and roles for school leaders in implementation of initiatives. Ultimately, the findings result in recommendations for principal preparation programs, as well as current school and district leaders, to deeply understand implementation frameworks that encompass systems change and culturally responsive practices in order to successfully implement SEL. District systems must also support school leaders in their knowledge gaps, provide processes and structures to support their instructional leadership, and provide professional development that facilitates systems change.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 585508
650 4 $a Educational administration. $3 1148465
650 4 $a Education. $3 555912
653 $a District leadership
653 $a Implementation science
653 $a Principals
653 $a Social emotional learning
653 $a School leader
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
690 $a 0514
690 $a 0515
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Minnesota. $b Organizational Leadership, Policy, and Development. $3 1180495
773 0 $t Dissertations Abstracts International $g 85-12A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31301557 $z click for full text (PQDT)