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An exploration of the effects of a literature-based socialemotional learning curriculum on the kindergarten classes in a large K-5 elementary school.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	An exploration of the effects of a literature-based socialemotional learning curriculum on the kindergarten classes in a large K-5 elementary school./
Author:	Werkheiser, Susan N. Gravle.
Description:	1 online resource (321 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 75-12, Section: A.
Contained By:	Dissertations Abstracts International75-12A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9781303843433

An exploration of the effects of a literature-based socialemotional learning curriculum on the kindergarten classes in a large K-5 elementary school.
Werkheiser, Susan N. Gravle.

An exploration of the effects of a literature-based socialemotional learning curriculum on the kindergarten classes in a large K-5 elementary school. - 1 online resource (321 pages)

Source: Dissertations Abstracts International, Volume: 75-12, Section: A.

Thesis (D.Ed.)--Indiana University of Pennsylvania, 2014.

Includes bibliographical references

The purpose of this case study was to explore the effects of a literature-based social-emotional learning curriculum on kindergarten students' social-emotional behaviors, awareness, and early reading skills in a large elementary school. The study examined beliefs/perceptions of kindergarten teachers in regards to what reading skills students possess, the progress students make during a semester, how social-emotional skills affect the classroom environment and whether a literature-based social-emotional learning curriculum has a general impact. Two experimental and two control teachers participated in the study. There were fifty-three (N = 53) students who participated in the study. Forty (N = 40) students were assessed due to time constraints; twenty (N = 20) in the experimental group, twenty (N = 20) in the control group. Students were assessed using the Assessment of Children's Emotion Skills test, (Schultz, Izard, & Bear, 2004) to measure social awareness and emotional accuracy skills and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Next Assessment (Dynamic Measurement Group, 2011) to measure first sound and letter naming fluency both before and after implementation of Strong Start, the literature-based social skills curriculum. Qualitative data collected included teacher interviews, teacher reflective journals, fidelity check observations, communication logs, and researcher field notes. Results showed that while there was a change in scores on the ACES and DIBELS Next assessments from pretest to posttest for all groups and from experimental to control group, scores were not comparatively statistically different. The change in scores could not be attributed to the social-emotional learning curriculum. Gender, ethnicity, socioeconomic status, nor group had any effect on the scores for the ACES. However, white children did better than "other" students on the letter naming fluency DIBELS Next subtest. Experimental group students did not lose ground in reading, improved their problem-solving skills and enriched their social-emotional vocabulary. The data revealed classroom schedules filled with primarily teacher driven activities, core academics, and structure. Teachers changed their own behaviors by focusing on students' social-emotional skills and behaviors, teaching social-emotional skills formally and explicitly, and by modeling social-emotional skills.

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

Mode of access: World Wide Web

ISBN: 9781303843433Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

Developmentally appropriate practicesIndex Terms--Genre/Form:

554714
Electronic books.

An exploration of the effects of a literature-based socialemotional learning curriculum on the kindergarten classes in a large K-5 elementary school.
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520 $a The purpose of this case study was to explore the effects of a literature-based social-emotional learning curriculum on kindergarten students' social-emotional behaviors, awareness, and early reading skills in a large elementary school. The study examined beliefs/perceptions of kindergarten teachers in regards to what reading skills students possess, the progress students make during a semester, how social-emotional skills affect the classroom environment and whether a literature-based social-emotional learning curriculum has a general impact. Two experimental and two control teachers participated in the study. There were fifty-three (N = 53) students who participated in the study. Forty (N = 40) students were assessed due to time constraints; twenty (N = 20) in the experimental group, twenty (N = 20) in the control group. Students were assessed using the Assessment of Children's Emotion Skills test, (Schultz, Izard, & Bear, 2004) to measure social awareness and emotional accuracy skills and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Next Assessment (Dynamic Measurement Group, 2011) to measure first sound and letter naming fluency both before and after implementation of Strong Start, the literature-based social skills curriculum. Qualitative data collected included teacher interviews, teacher reflective journals, fidelity check observations, communication logs, and researcher field notes. Results showed that while there was a change in scores on the ACES and DIBELS Next assessments from pretest to posttest for all groups and from experimental to control group, scores were not comparatively statistically different. The change in scores could not be attributed to the social-emotional learning curriculum. Gender, ethnicity, socioeconomic status, nor group had any effect on the scores for the ACES. However, white children did better than "other" students on the letter naming fluency DIBELS Next subtest. Experimental group students did not lose ground in reading, improved their problem-solving skills and enriched their social-emotional vocabulary. The data revealed classroom schedules filled with primarily teacher driven activities, core academics, and structure. Teachers changed their own behaviors by focusing on students' social-emotional skills and behaviors, teaching social-emotional skills formally and explicitly, and by modeling social-emotional skills.
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