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A Phenomenological Study of the Lived Experiences of Middle School Teachers Implementing a Social Emotional Learning Program with At-Risk Students.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A Phenomenological Study of the Lived Experiences of Middle School Teachers Implementing a Social Emotional Learning Program with At-Risk Students./
Author:	Brod, Kelly.
Description:	1 online resource (136 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
Contained By:	Dissertations Abstracts International84-11A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9798379535537

A Phenomenological Study of the Lived Experiences of Middle School Teachers Implementing a Social Emotional Learning Program with At-Risk Students.
Brod, Kelly.

A Phenomenological Study of the Lived Experiences of Middle School Teachers Implementing a Social Emotional Learning Program with At-Risk Students. - 1 online resource (136 pages)

Source: Dissertations Abstracts International, Volume: 84-11, Section: A.

Thesis (Ed.D.)--Houston Baptist University, 2023.

Includes bibliographical references

The purpose of this qualitative study was to explore, research, understand, and document the lived experiences of middle school teachers implementing a social emotional learning curriculum with at-risk students. Specifically, the researcher examined the perception of teachers regarding what professional development is needed to successfully implement a social and emotional curriculum and the effectiveness of the curriculum with at-risk middle school students. The researcher also examined what strategies teachers believe are most effective when implementing a social emotional learning curriculum with at-risk middle school students and how teachers can utilize the tenets of social emotional lessons throughout the year to promote a significant change in classroom culture. The researcher implemented a phenomenological research design that included an open-ended survey, semi-structured interviews, and a focus group with five different middle school teachers who were involved with implementing a social emotional learning curriculum with at-risk students. The results of the study indicated that teachers must be well-supported and trained properly to implement a social emotional learning curriculum effectively within their classroom, the social emotional learning curriculum should only be a piece of the social emotional program on a campus, and the lessons with at-risk students should be conducted in small groups, with more discussions instead of class work.

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

Mode of access: World Wide Web

ISBN: 9798379535537Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

Adolescent mental healthIndex Terms--Genre/Form:

554714
Electronic books.

A Phenomenological Study of the Lived Experiences of Middle School Teachers Implementing a Social Emotional Learning Program with At-Risk Students.
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520 $a The purpose of this qualitative study was to explore, research, understand, and document the lived experiences of middle school teachers implementing a social emotional learning curriculum with at-risk students. Specifically, the researcher examined the perception of teachers regarding what professional development is needed to successfully implement a social and emotional curriculum and the effectiveness of the curriculum with at-risk middle school students. The researcher also examined what strategies teachers believe are most effective when implementing a social emotional learning curriculum with at-risk middle school students and how teachers can utilize the tenets of social emotional lessons throughout the year to promote a significant change in classroom culture. The researcher implemented a phenomenological research design that included an open-ended survey, semi-structured interviews, and a focus group with five different middle school teachers who were involved with implementing a social emotional learning curriculum with at-risk students. The results of the study indicated that teachers must be well-supported and trained properly to implement a social emotional learning curriculum effectively within their classroom, the social emotional learning curriculum should only be a piece of the social emotional program on a campus, and the lessons with at-risk students should be conducted in small groups, with more discussions instead of class work.
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