Dissertation
Exploring elementary teachers' perceptions regarding their training and needs when incorporating social and emotional learning strategies into their teaching: a narrative study
Doctor of Education (Ed.D.), Drexel University
Sep 2020
DOI:
https://doi.org/10.17918/00000113
Abstract
Teachers play a critical role in the Social and Emotional Learning (SEL) of their students (Benkos, 2016; Brotto, 2018; CASEL, 2019). The development of social and emotional competence (SEC) in children is one of the essential components in their healthy development and contributes to improved empathy, increased pro-social behavior, improved academic performance, and fewer behavioral issues (Kusumaningrum, 2019; McCabe & Altamura, 2011; Pakaslahti, Karjalainen, & Keltikangas-Jarvinen, 2002). In order to incorporate SEL strategies into their teaching practices, teachers need training and support. However, teachers are not adequately prepared through pre-service or trained in-service to integrate SEL into their teaching (Civic Enterprises, Bridgeland, Bruce, & Hariharan, 2013).
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Details
- Title
- Exploring elementary teachers' perceptions regarding their training and needs when incorporating social and emotional learning strategies into their teaching
- Creators
- Layla Leigh Batejan
- Contributors
- Deanna Hill (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- ix, 103 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991014695146904721