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Elementary School Arts Teachers' Experience With Implementation of SEL Lessons in Arts-Based In-Person Classrooms in New York City : = A Qualitative Exploratory Case Study.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Elementary School Arts Teachers' Experience With Implementation of SEL Lessons in Arts-Based In-Person Classrooms in New York City :/
其他題名:	A Qualitative Exploratory Case Study.
作者:	Garfinkel, Joseph.
面頁冊數:	1 online resource (125 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-01, Section: A.
Contained By:	Dissertations Abstracts International86-01A.
標題:	Educational administration. -
電子資源:	click for full text (PQDT)
ISBN:	9798383182840

Elementary School Arts Teachers' Experience With Implementation of SEL Lessons in Arts-Based In-Person Classrooms in New York City : = A Qualitative Exploratory Case Study.
Garfinkel, Joseph.

Elementary School Arts Teachers' Experience With Implementation of SEL Lessons in Arts-Based In-Person Classrooms in New York City :A Qualitative Exploratory Case Study. - 1 online resource (125 pages)

Source: Dissertations Abstracts International, Volume: 86-01, Section: A.

Thesis (Ed.D.)--National University, 2024.

Includes bibliographical references

The aim of this qualitative exploratory case study was to examine elementary school arts teachers' perceptions of implementing social-emotional learning (SEL) lessons during in-person instruction in elementary classrooms in a well-known school district in New York City. The problem addressed in this study was the inability of most elementary school arts teachers to implement SEL lessons in their arts-based, in-person elementary classrooms. To address the problem and purpose of this study, two research questions were applied. The eight participants, recruited through social media, formed the sample population of tenured elementary school arts teachers within the same district in New York City. Data was collected via Zoom through interviews, a focus group, and a document review. Thematic analysis was used to organize codes from the data and determine themes. The themes created from the first research question were that arts-based social-emotional learning (ABSEL) increases when (a) students feel joy and belonging in their classrooms, (b) teachers differentiate instruction, and (c) teachers establish a rapport with their students. The themes that emerged from the second research question were that arts teachers received little to no benefit from SEL professional development (PD) when they were omitted and when there was a failure to follow through with the SEL intervention. However, SEL PD positively impacted arts lessons when these teachers were allowed to collaborate and share their pedagogy during the session. The practical implications for school staff were that the classroom is another type of home for students and teachers. The people who attend schools should feel involved, meaningful, and relevant. Teachers and administrators must strive to create an atmosphere where these necessities are paramount. Future research should quantify the benefits of ABSEL to help allocate funding towards the arts. Also, exploring students' lived experiences with ABSEL is necessary to explain their value further.

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

Mode of access: World Wide Web

ISBN: 9798383182840Subjects--Topical Terms:

1148465
Educational administration.
Subjects--Index Terms:

Arts-based social-emotional learningIndex Terms--Genre/Form:

554714
Electronic books.

Elementary School Arts Teachers' Experience With Implementation of SEL Lessons in Arts-Based In-Person Classrooms in New York City : = A Qualitative Exploratory Case Study.
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