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The Impact of Social and Emotional Learning Theory on Motivating High School Students to Read.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Impact of Social and Emotional Learning Theory on Motivating High School Students to Read./
作者:	Duggan, Shelby N.
面頁冊數:	1 online resource (113 pages)
附註:	Source: Masters Abstracts International, Volume: 85-02.
Contained By:	Masters Abstracts International85-02.
標題:	Teacher education. -
電子資源:	click for full text (PQDT)
ISBN:	9798380116961

The Impact of Social and Emotional Learning Theory on Motivating High School Students to Read.
Duggan, Shelby N.

The Impact of Social and Emotional Learning Theory on Motivating High School Students to Read. - 1 online resource (113 pages)

Source: Masters Abstracts International, Volume: 85-02.

Thesis (M.A.)--California State University, Sacramento, 2023.

Includes bibliographical references

Motivation and engagement are key factors to a student having a successful educational career. Specifically, educators should work to encourage reading motivation and engagement within their secondary student population. Students are so consumed with social media and their cell phones that they often disregard the idea of reading. Teaching through the lens of Social and Emotional Learning theory could help students feel more comfortable and willing to read more. Sharp et al. (2016) established a set of seven principles to motivate students to read called the Salient Seven, comprised of concepts from previous studies that various researchers have conducted. This study combines specific SEL guidelines (CASEL framework) with the Salient Seven principles to create guidelines for educators to help encourage their students to want to read.This study used a method of Qualitative Content Analysis, a thematic analysis, to examine a series of similarly themed articles that fall under aligned categories created through the combination of the CASEL framework and Salient Seven principles. Chat GPT, an artificial intelligence software, was used as language support to develop recommendations on motivating high school students to read. Key terms were identified, establishing ways educators can motivate their students to read more. SEL and the concepts of the Salient Seven have a clear correlation in supporting students and their desire to read.

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

Mode of access: World Wide Web

ISBN: 9798380116961Subjects--Topical Terms:

1148451
Teacher education.
Subjects--Index Terms:

MotivationIndex Terms--Genre/Form:

554714
Electronic books.

The Impact of Social and Emotional Learning Theory on Motivating High School Students to Read.
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520 $a Motivation and engagement are key factors to a student having a successful educational career. Specifically, educators should work to encourage reading motivation and engagement within their secondary student population. Students are so consumed with social media and their cell phones that they often disregard the idea of reading. Teaching through the lens of Social and Emotional Learning theory could help students feel more comfortable and willing to read more. Sharp et al. (2016) established a set of seven principles to motivate students to read called the Salient Seven, comprised of concepts from previous studies that various researchers have conducted. This study combines specific SEL guidelines (CASEL framework) with the Salient Seven principles to create guidelines for educators to help encourage their students to want to read.This study used a method of Qualitative Content Analysis, a thematic analysis, to examine a series of similarly themed articles that fall under aligned categories created through the combination of the CASEL framework and Salient Seven principles. Chat GPT, an artificial intelligence software, was used as language support to develop recommendations on motivating high school students to read. Key terms were identified, establishing ways educators can motivate their students to read more. SEL and the concepts of the Salient Seven have a clear correlation in supporting students and their desire to read.
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