Teachers' Perception of Social-Emotional Learning and the Impact on the Middle School Student Within the Teaming Model

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Title: Teachers' Perception of Social-Emotional Learning and the Impact on the Middle School Student Within the Teaming Model: a Doctoral Capstone Project.
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Description: With the growing need to address a more holistic approach to child development, social and emotional learning has emerged as a leading support to improve students' overall success. Still, schools and districts are challenged with finding ways to integrate social and emotional learning, and teachers are left to implement these supports and strategies with little resources. This research study focused on the teachers' confidence and understanding of social and emotional learning supports and resources and their impact on best practices and increased student engagement and motivation. Qualitative data was collected through a pre-and post-reflection questionnaire, interviews, and classroom observations. The data gathered evaluated the teachers' experiences, training, understandings, and classroom practices that increase awareness of social and emotional learning. Data Analysis showed a direct correlation between an increase in teachers' perception and implementation of core social and emotional competencies and strategies with an increase in teacher collaboration, shared focus, and professional development. Further research studies are recommended to outline the effects of social and emotional learning on student academic achievement and the impact outside the researcher's focus on middle school students.
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Contributor: Redcay, Matthew J. (Author)
Date: 2021-08-04
Type: Text
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Identifier: cali:1273
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