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The Role of Leadership in Social-Emotional Learning Implementation : = Making Sense of Social-Emotional Learning Initiatives.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Role of Leadership in Social-Emotional Learning Implementation :/
Reminder of title:	Making Sense of Social-Emotional Learning Initiatives.
Author:	Hardy, Sarah J.
Description:	1 online resource (101 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9780355893137

The Role of Leadership in Social-Emotional Learning Implementation : = Making Sense of Social-Emotional Learning Initiatives.
Hardy, Sarah J.

The Role of Leadership in Social-Emotional Learning Implementation :Making Sense of Social-Emotional Learning Initiatives. - 1 online resource (101 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--Boston College, 2018.

Includes bibliographical references

Social-emotional learning (SEL) is an essential component of every student's education. District leaders play an important role in the development and implementation of SEL programs in schools. This qualitative case study explored the strategies used by district leaders in supporting sensemaking of SEL initiatives as they were implemented. Data were collected through semi-structured interviews with district and school leaders, focus group interviews with teachers, and a document review. Findings revealed district leaders employed strategies in the broad areas of setting direction, developing people, and redesigning the organization (Leithwood et al., 2004). However, there was no district-wide, unified vision for SEL programming, and the majority of SEL reform was advanced by principals. SEL interactions mostly occurred between principals and teachers, and between members of the teaching staff. SEL interactions were focused on essential principles of SEL initiatives, procedural information about SEL implementation, and crisis-driven support for individual students. Some interactions supported sensemaking. One recommendation of this study is to set a district-wide vision for SEL learning to align practices and provide a framework for principal autonomy. This study also recommends establishing structures that support collaboration in order to promote sensemaking through SEL interactions.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355893137Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

The Role of Leadership in Social-Emotional Learning Implementation : = Making Sense of Social-Emotional Learning Initiatives.
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Vincent Cho.
502 $a Thesis (Ed.D.)--Boston College, 2018.
504 $a Includes bibliographical references
520 $a Social-emotional learning (SEL) is an essential component of every student's education. District leaders play an important role in the development and implementation of SEL programs in schools. This qualitative case study explored the strategies used by district leaders in supporting sensemaking of SEL initiatives as they were implemented. Data were collected through semi-structured interviews with district and school leaders, focus group interviews with teachers, and a document review. Findings revealed district leaders employed strategies in the broad areas of setting direction, developing people, and redesigning the organization (Leithwood et al., 2004). However, there was no district-wide, unified vision for SEL programming, and the majority of SEL reform was advanced by principals. SEL interactions mostly occurred between principals and teachers, and between members of the teaching staff. SEL interactions were focused on essential principles of SEL initiatives, procedural information about SEL implementation, and crisis-driven support for individual students. Some interactions supported sensemaking. One recommendation of this study is to set a district-wide vision for SEL learning to align practices and provide a framework for principal autonomy. This study also recommends establishing structures that support collaboration in order to promote sensemaking through SEL interactions.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 585508
655 7 $a Electronic books. $2 local $3 554714
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