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Social Emotional Learning : = Teachers' Perceptions and Understandings regarding the Five Social Emotional Learning Competencies.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Social Emotional Learning :/
其他題名:	Teachers' Perceptions and Understandings regarding the Five Social Emotional Learning Competencies.
作者:	Glenn, Denise Elizabeth-Anne.
面頁冊數:	1 online resource (174 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-10, Section: A.
Contained By:	Dissertations Abstracts International83-10A.
標題:	Educational psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9798209911159

Social Emotional Learning : = Teachers' Perceptions and Understandings regarding the Five Social Emotional Learning Competencies.
Glenn, Denise Elizabeth-Anne.

Social Emotional Learning :Teachers' Perceptions and Understandings regarding the Five Social Emotional Learning Competencies. - 1 online resource (174 pages)

Source: Dissertations Abstracts International, Volume: 83-10, Section: A.

Thesis (Ed.D.)--College of Saint Elizabeth, 2022.

Includes bibliographical references

According to the Collaborative for Academic, Social and Emotional Learning (CASEL), social-emotional learning is "the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions." Social and emotional skills are often indicators of how well a person adapts to change, adapts to their environment, and ultimately, how successful they will be in life. Research suggests that the effective implementation of SEL leads to more positive outcomes for young people and dramatically improves the climate and culture of a school (Civic Enterprises, 2017). The purpose of this study was to evaluate the perceptions and understanding of high school teachers regarding SEL by utilizing the five social and emotional learning core competencies identified by CASEL: Self-awareness, Self-management, Social-awareness, Relationship Skills, and Responsible decision making. Three research questions used to guide this study were: (1) To what extent do the teachers of LHS understand the social-emotional competencies that prepare students for success in school and the future? (2) To what degree are LHD teachers integrating effective strategies and practices that support SEL in their classroom? (3) To what degree are LHS teachers integrating effective strategies and practices that support SEL in their classroom? The study's findings identified a lack of understanding of the competencies of SEL, in addition to a lack of feasibility when implementing SEL into the classroom. The study also revealed that the school's mission was not aligned to the SEL competencies. The researcher recommends offering robust and comprehensive training to the teachers to deepen the understanding of SEL. By making changes to highlight the importance of SEL and training their staff, schools can provide rich SEL practices to both their teachers and students while strengthening the importance of SEL among its culture.

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

Mode of access: World Wide Web

ISBN: 9798209911159Subjects--Topical Terms:

555103
Educational psychology.
Subjects--Index Terms:

CASELIndex Terms--Genre/Form:

554714
Electronic books.

Social Emotional Learning : = Teachers' Perceptions and Understandings regarding the Five Social Emotional Learning Competencies.
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