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Examining the functioning of implementation support teams in social-emotional learning and positive culture and climate program implementation
Descriptive
TitleInfo
Title
Examining the functioning of implementation support teams in social-emotional learning and positive culture and climate program implementation
Name
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Eichert
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Brian
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1992-
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Brian Eichert
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author
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(type = personal)
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Elias
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Maurice
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Maurice Elias
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Advisory Committee
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chair
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Shernoff
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Elisa
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Elisa Shernoff
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Advisory Committee
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internal member
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Rutgers University
Role
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(authority = RULIB)
degree grantor
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Graduate School of Applied and Professional Psychology
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school
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Text
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theses
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2018
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2018-08
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2018
Place
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xx
Language
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eng
Abstract
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An evolving understanding of how children learn has helped to highlight the need for school-
wide social-emotional learning (SEL) and related programs to provide students with the skills needed to achieve social and academic success. Research suggests that structural supports, such as an implementation support team, should be established to facilitate and monitor the implementation of such programs. Despite this clear need for effective implementation supports, few committees have the background and resources needed to monitor and improve their own functioning and effectiveness. The purpose of this study was to examine the properties and utility of a tool called the School Culture and Climate Committee Functioning Assessment (SCCCFA). This assessment was designed to help school implementation support teams use a guiding framework of best practices in effective team functioning to reflect on, monitor, and improve their own practices. The SCCCFA was developed and piloted across 10 elementary and middle schools in an urban public school district in New Jersey over one school year. Properties of the assessment were explored, such as the internal consistency of subscales and the extent to which they were related. Additionally, respondent perceptions of the assessment structure and feasibility of completion were used to inform modifications to the tool. Aggregate responses to the SCCCFA across multiple time points were analyzed to explore possible correlations between the following constructs; committee leadership and committee functioning, active participation on committees and perceived change, perceived functioning and time, and possible correlations between perceptions of committee effectiveness and overall implementation effectiveness identified by external indicators. Cronbach’s alpha of each subscale, correlations between subscales, and factor analyses of items in the SCCCFA were promising. Positive change over time and correlations between perceptions of functioning and active participation on committees were not observed. A discriminant function analyses yielded potential profile indicators of effective committee functioning connected to higher levels of positive SEL program implementation. The discussion considers a comparison of the results with previous literature, future research directions, alternate hypotheses, and implications for the practice of school psychology.
wide social-emotional learning (SEL) and related programs to provide students with the skills needed to achieve social and academic success. Research suggests that structural supports, such as an implementation support team, should be established to facilitate and monitor the implementation of such programs. Despite this clear need for effective implementation supports, few committees have the background and resources needed to monitor and improve their own functioning and effectiveness. The purpose of this study was to examine the properties and utility of a tool called the School Culture and Climate Committee Functioning Assessment (SCCCFA). This assessment was designed to help school implementation support teams use a guiding framework of best practices in effective team functioning to reflect on, monitor, and improve their own practices. The SCCCFA was developed and piloted across 10 elementary and middle schools in an urban public school district in New Jersey over one school year. Properties of the assessment were explored, such as the internal consistency of subscales and the extent to which they were related. Additionally, respondent perceptions of the assessment structure and feasibility of completion were used to inform modifications to the tool. Aggregate responses to the SCCCFA across multiple time points were analyzed to explore possible correlations between the following constructs; committee leadership and committee functioning, active participation on committees and perceived change, perceived functioning and time, and possible correlations between perceptions of committee effectiveness and overall implementation effectiveness identified by external indicators. Cronbach’s alpha of each subscale, correlations between subscales, and factor analyses of items in the SCCCFA were promising. Positive change over time and correlations between perceptions of functioning and active participation on committees were not observed. A discriminant function analyses yielded potential profile indicators of effective committee functioning connected to higher levels of positive SEL program implementation. The discussion considers a comparison of the results with previous literature, future research directions, alternate hypotheses, and implications for the practice of school psychology.
Subject
(authority = RUETD)
Topic
School Psychology
Subject
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Topic
Social learning
Subject
(authority = LCSH)
Topic
Emotional intelligence
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Rutgers University Electronic Theses and Dissertations
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Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
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rucore10001800001
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ETD_9080
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doi:10.7282/T3G73J7R
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electronic resource
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text/xml
Extent
1 online resource (viii, 97 p. : ill.)
Note
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Psy.D.
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Includes bibliographical references
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by Brian Eichert
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ETD doctoral
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Rights
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The author owns the copyright to this work.
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Eichert
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Brian
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Permission or license
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2018-06-20 15:24:24
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Brian Eichert
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Rutgers University. Graduate School of Applied and Professional Psychology
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Author Agreement License
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I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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2018-03-10T14:42:59
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2018-03-10T14:42:59
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