東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

Connecting during COVID: Meeting Social and Emotional Needs of Vulnerable Elementary Students during a Pandemic.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Connecting during COVID: Meeting Social and Emotional Needs of Vulnerable Elementary Students during a Pandemic./
Author:	Tyler, Jamie.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	231 p.
Notes:	Source: Dissertations Abstracts International, Volume: 84-01, Section: A.
Contained By:	Dissertations Abstracts International84-01A.
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29317094
ISBN:	9798834041597

Connecting during COVID: Meeting Social and Emotional Needs of Vulnerable Elementary Students during a Pandemic.
Tyler, Jamie.

Connecting during COVID: Meeting Social and Emotional Needs of Vulnerable Elementary Students during a Pandemic. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 231 p.

Source: Dissertations Abstracts International, Volume: 84-01, Section: A.

Thesis (Ed.D.)--East Carolina University, 2022.

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

The COVID-19 pandemic necessitated school buildings to close in March of 2020 across the United States. From that time forward, many students remained in virtual learning environments, unable to step onto campus. The remote environments were isolating and struggled to support the academic or social and emotional needs of many students. The inability to access the supports from the physical school environment caused additional challenges for certain student populations, especially those who are considered at-risk academically or described as vulnerable due to conditions within the home environment. This mixed methods action research study, framed around the theoretical foundations of Maslow's Hierarchy of Needs and the Science of Learning and Development model, measured the impact of a social and emotional learning, online mentoring framework on levels of student engagement and connectedness. Teachers met virtually with small groups of students for six weeks, implementing lessons that focused on CASEL's social and emotional learning competencies. Both qualitative and quantitative data from surveys and focus groups measured the impact of these lessons. While the implementation of the framework did not significantly impact levels of engagement, it did yield a substantial impact on connectedness within the elementary environment. The study also explored how professional development can support staff in meeting specific needs of vulnerable students. The findings indicated that comprehensive professional development was needed to meet the needs of this population of students. Such professional development should focus on student need and support fostering relationships within the school environment in order to mitigate the educational inequities that result from isolated, remote learning environments.

ISBN: 9798834041597Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Social and emotional learning pandemic

Connecting during COVID: Meeting Social and Emotional Needs of Vulnerable Elementary Students during a Pandemic.
LDR:03077nmm a2200385 4500 001 2350616
005 20221020130033.5
008 241004s2022 ||||||||||||||||| ||eng d
020 $a 9798834041597
035 $a (MiAaPQ)AAI29317094
035 $a (MiAaPQ)0600vireo1751Tyler
035 $a AAI29317094
040 $a MiAaPQ $c MiAaPQ
100 1 $a Tyler, Jamie. $3 3690117
245 1 0 $a Connecting during COVID: Meeting Social and Emotional Needs of Vulnerable Elementary Students during a Pandemic.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2022
300 $a 231 p.
500 $a Source: Dissertations Abstracts International, Volume: 84-01, Section: A.
500 $a Advisor: Lewis, Travis.
502 $a Thesis (Ed.D.)--East Carolina University, 2022.
506 $a This item must not be sold to any third party vendors.
520 $a The COVID-19 pandemic necessitated school buildings to close in March of 2020 across the United States. From that time forward, many students remained in virtual learning environments, unable to step onto campus. The remote environments were isolating and struggled to support the academic or social and emotional needs of many students. The inability to access the supports from the physical school environment caused additional challenges for certain student populations, especially those who are considered at-risk academically or described as vulnerable due to conditions within the home environment. This mixed methods action research study, framed around the theoretical foundations of Maslow's Hierarchy of Needs and the Science of Learning and Development model, measured the impact of a social and emotional learning, online mentoring framework on levels of student engagement and connectedness. Teachers met virtually with small groups of students for six weeks, implementing lessons that focused on CASEL's social and emotional learning competencies. Both qualitative and quantitative data from surveys and focus groups measured the impact of these lessons. While the implementation of the framework did not significantly impact levels of engagement, it did yield a substantial impact on connectedness within the elementary environment. The study also explored how professional development can support staff in meeting specific needs of vulnerable students. The findings indicated that comprehensive professional development was needed to meet the needs of this population of students. Such professional development should focus on student need and support fostering relationships within the school environment in order to mitigate the educational inequities that result from isolated, remote learning environments.
590 $a School code: 0600.
650 4 $a Educational leadership. $3 529436
650 4 $a Curriculum development. $3 684418
650 4 $a Elementary education. $3 641385
650 4 $a School counseling. $3 2144793
650 4 $a COVID-19. $3 3554449
653 $a Social and emotional learning pandemic
653 $a Connectedness
653 $a Student engagement
653 $a Online mentoring
690 $a 0449
690 $a 0524
690 $a 0727
690 $a 0519
710 2 $a East Carolina University. $b Educational Leadership. $3 1269957
773 0 $t Dissertations Abstracts International $g 84-01A.
790 $a 0600
791 $a Ed.D.
792 $a 2022
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29317094