Home
Resource
Social-emotional learning and teacher-student relationships in a suburuban school district: a descriptive study
PDF
PDF format is widely accepted and good for printing.
Plug-in required
PDF-1(775.90 kb)
Citation & Export
View Usage Statistics
Staff View

Citation & Export
Hide

Simple citation

Seery, Rebecca L.. Social-emotional learning and teacher-student relationships in a suburuban school district: a descriptive study. Retrieved from https://doi.org/doi:10.7282/t3-4r12-9690

Export

Click here for information about Citation Management Tools at Rutgers.

Statistics
Hide

Description

TitleSocial-emotional learning and teacher-student relationships in a suburuban school district: a descriptive study
NameSeery, Rebecca L. (author); Sargent, Tanja (chair); Lugg, Catherine A. (internal member); Santora, Nicole (outside member); Rutgers University; Graduate School of Education
Date Created2019
Other Date2019-10 (degree)
SubjectEducational Leadership, Social-emotional learning, Teacher-student relationships
Extent1 online resource (viii, 98 pages) : illustrations
DescriptionResearch demonstrates students experience higher levels of engagement and less behavioral disruptions resulting in higher academic achievement when teachers incorporate social-emotional learning competencies into their classrooms (Brackett, Reyes, Rivers, Elbertson, & Salovey, 2012; Bridgeland, Bruce, & Hariharan, 2016; Yoder, 2014). As such, the Manalapan-Englishtown Regional School District has employed norms and values related to the incorporation of social-emotional learning competencies. This dissertation sought to describe elementary and middle school teachers’ self-reported beliefs and practices about social emotional learning in this suburban school district using quantitative research methods. This study used a self-report questionnaire to collect baseline data. Aligned with the norm for descriptive studies, central tendency statistics and standard deviation statistics were calculated for each research question. Additionally, a logistic regression and a chi square analysis were completed to determine a relationship between respondents’ beliefs and practices. This quantitative descriptive study also sought to examine if teachers’ self-reported beliefs and practices varied based on grade level, content area, level of education, or years of professional experience. This further analysis allowed for personalized professional development sessions based on patterns identified by background data. This analysis will inform the development of a professional development program targeting the integration of social-emotional learning competencies.
NoteEd.D.
NoteIncludes bibliographical references
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/t3-4r12-9690
LanguageEnglish
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
Version 8.5.5
Rutgers University Libraries - Copyright ©2024