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Preschool Teachers Describing Their Learning Needs, Understanding, Practice of Social and Emotional Child Assessments.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Preschool Teachers Describing Their Learning Needs, Understanding, Practice of Social and Emotional Child Assessments./
Author:	Duveillaume, Edna.
Description:	1 online resource (412 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-10, Section: A.
Contained By:	Dissertations Abstracts International84-10A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9798379437312

Preschool Teachers Describing Their Learning Needs, Understanding, Practice of Social and Emotional Child Assessments.
Duveillaume, Edna.

Preschool Teachers Describing Their Learning Needs, Understanding, Practice of Social and Emotional Child Assessments. - 1 online resource (412 pages)

Source: Dissertations Abstracts International, Volume: 84-10, Section: A.

Thesis (Ed.D.)--Grand Canyon University, 2023.

Includes bibliographical references

The purpose of this qualitative descriptive study was to explore how preschool teachers describe their learning needs, understanding, and practice of social and emotional child assessments in the northeast United States. This research emerged from the problem space of recent literature-theory: Bandura's Social-Emotional Learning (SEL) and Collaborative for Academic SEL. The sample size was 20 teachers and teachers' assistants (TAs). The two research questions (RQ) explored how do preschool teachers describe their learning needs, understanding, and practice of social and emotional child assessments in the northeast United States? The data was collected using interviews and a focus group. Thematic analysis steps followed to identify the seven themes. Themes for RQ1: 1- Teachers need more time to evaluate students; 2- Culture acceptance; and 3- Coaching teachers. Themes for RQ 2: 1- Timeline to assess students; and 2- Support for teachers. Two themes for the focus group (FG) RQ1: FG practice how to implement strategies; and RQ2: FG awareness to understand children's backgrounds. The findings indicated that teachers needed more time to evaluate students, and more cultural acceptance and coaching was needed. More hands-on support in the classroom to practice and implement various strategies with more awareness to understand the children's cultural background to assess students appropriately. Future implications could focus on educational leaders' accountability to support and address teachers' learning needs and provide direct support to the concerns about SEL in the classroom.

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

Mode of access: World Wide Web

ISBN: 9798379437312Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

Child assessmentsIndex Terms--Genre/Form:

554714
Electronic books.

Preschool Teachers Describing Their Learning Needs, Understanding, Practice of Social and Emotional Child Assessments.
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520 $a The purpose of this qualitative descriptive study was to explore how preschool teachers describe their learning needs, understanding, and practice of social and emotional child assessments in the northeast United States. This research emerged from the problem space of recent literature-theory: Bandura's Social-Emotional Learning (SEL) and Collaborative for Academic SEL. The sample size was 20 teachers and teachers' assistants (TAs). The two research questions (RQ) explored how do preschool teachers describe their learning needs, understanding, and practice of social and emotional child assessments in the northeast United States? The data was collected using interviews and a focus group. Thematic analysis steps followed to identify the seven themes. Themes for RQ1: 1- Teachers need more time to evaluate students; 2- Culture acceptance; and 3- Coaching teachers. Themes for RQ 2: 1- Timeline to assess students; and 2- Support for teachers. Two themes for the focus group (FG) RQ1: FG practice how to implement strategies; and RQ2: FG awareness to understand children's backgrounds. The findings indicated that teachers needed more time to evaluate students, and more cultural acceptance and coaching was needed. More hands-on support in the classroom to practice and implement various strategies with more awareness to understand the children's cultural background to assess students appropriately. Future implications could focus on educational leaders' accountability to support and address teachers' learning needs and provide direct support to the concerns about SEL in the classroom.
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