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Social-emotional learning and teacher-student relationships in a suburuban school district: a descriptive study

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TitleInfo
Title
Social-emotional learning and teacher-student relationships in a suburuban school district: a descriptive study
Name (type = personal)
NamePart (type = family)
Seery
NamePart (type = given)
Rebecca L.
NamePart (type = date)
1980-
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Rebecca L. Seery
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author
Name (type = personal)
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NamePart (type = given)
Tanja
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Tanja Sargent
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Advisory Committee
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chair
Name (type = personal)
NamePart (type = family)
Lugg
NamePart (type = given)
Catherine A.
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Catherine A. Lugg
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Advisory Committee
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internal member
Name (type = personal)
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Santora
NamePart (type = given)
Nicole
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Nicole Santora
Affiliation
Advisory Committee
Role
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outside member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Education
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RoleTerm (authority = RULIB)
school
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Text
Genre (authority = marcgt)
theses
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2019
DateOther (encoding = w3cdtf); (qualifier = exact); (type = degree)
2019-10
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2019
Language
LanguageTerm (authority = ISO 639-3:2007); (type = text)
English
Abstract (type = abstract)
Research 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.
Subject (authority = RUETD)
Topic
Educational Leadership
Subject (authority = local)
Topic
Social-emotional learning
Subject (authority = LCSH)
Topic
Teacher-student relationships
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
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ETD_10195
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Extent
1 online resource (viii, 98 pages) : illustrations
Note (type = degree)
Ed.D.
Note (type = bibliography)
Includes bibliographical references
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Graduate School of Education Electronic Theses and Dissertations
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rucore10001500001
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Identifier (type = doi)
doi:10.7282/t3-4r12-9690
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

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The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Seery
GivenName
Rebecca
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2019-08-29 09:15:51
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Name
Rebecca Seery
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Affiliation
Rutgers University. Graduate School of Education
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Author Agreement License
Detail
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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Technical

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2019-10-19T02:11:08
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2019-10-19T02:11:08
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