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Effective Practices for Cultivating ...

Barber, Surbhi Madia.

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Effective Practices for Cultivating Strong Social and Emotional Competencies in Students from a Racially and Economically Diverse Setting.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effective Practices for Cultivating Strong Social and Emotional Competencies in Students from a Racially and Economically Diverse Setting./
Author:	Barber, Surbhi Madia.
Description:	254 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3619616
ISBN:	9781303890208

Effective Practices for Cultivating Strong Social and Emotional Competencies in Students from a Racially and Economically Diverse Setting.
Barber, Surbhi Madia.

Effective Practices for Cultivating Strong Social and Emotional Competencies in Students from a Racially and Economically Diverse Setting. - 254 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2014.

This item must not be sold to any third party vendors.

Many people today are unhappy and isolated resulting in alarming rates of depression, mental illness, suicide, and violence. Despite the substantial research documenting the benefits of social emotional learning (SEL), there are problems with the current implementation of SEL programs in schools. A lack of authenticity is one major problem, as many SEL programs do not reflect the individual school or classroom culture to teach SEL in context-specific ways that resonate with students. Furthermore, there is a lack of qualitative studies that actually describe what effective SEL looks like in practice, especially in school settings with a racially and economically diverse student population. The specific aims of this study are to understand: (1) how effective SEL programs are delivered and integrated into classroom lessons and the conditions in which these practices are occurring; (2) the impact of SEL on students by exploring their perspectives; (3) how teachers adapt formal SEL programming to be more personally meaningful to students and fit their classroom culture, while maintaining program fidelity and school-wide coherence; and (4) the extent to which effective SEL programming reflects the C5 for Action Framework.

ISBN: 9781303890208Subjects--Topical Terms:

529436
Educational leadership.

Effective Practices for Cultivating Strong Social and Emotional Competencies in Students from a Racially and Economically Diverse Setting.
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245 1 0 $a Effective Practices for Cultivating Strong Social and Emotional Competencies in Students from a Racially and Economically Diverse Setting.
300 $a 254 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
500 $a Advisers: Carolyn J. Kelley; M. Bruce King.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a Many people today are unhappy and isolated resulting in alarming rates of depression, mental illness, suicide, and violence. Despite the substantial research documenting the benefits of social emotional learning (SEL), there are problems with the current implementation of SEL programs in schools. A lack of authenticity is one major problem, as many SEL programs do not reflect the individual school or classroom culture to teach SEL in context-specific ways that resonate with students. Furthermore, there is a lack of qualitative studies that actually describe what effective SEL looks like in practice, especially in school settings with a racially and economically diverse student population. The specific aims of this study are to understand: (1) how effective SEL programs are delivered and integrated into classroom lessons and the conditions in which these practices are occurring; (2) the impact of SEL on students by exploring their perspectives; (3) how teachers adapt formal SEL programming to be more personally meaningful to students and fit their classroom culture, while maintaining program fidelity and school-wide coherence; and (4) the extent to which effective SEL programming reflects the C5 for Action Framework.
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710 2 $a The University of Wisconsin - Madison. $b Ed Leadership & Policy Analysis. $3 2103661
773 0 $t Dissertation Abstracts International $g 75-08A(E).
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3619616