Dissertations / Theses on the topic 'Social and emotional education'

Des que Salovey i Mayer van introduir el nom d’intel•ligència emocional (IE) i Goleman en va popularitzar el concepte als anys noranta, no ha deixat d’augmentar la recerca en els camps de la psicologia, l’educació i el management per tal d’entendre la seva naturalesa i els efectes que té sobre diverses variables de la vida, com ara un acompliment òptim, un lideratge efectiu, la satisfacció vital, i fins i tot en qüestions de salut, com la resistència a l’estrès. Aquestes relacions majoritàriament positives destaquen la importància de la IE i la necessitat de desenvolupar‐la per millorar l’acompliment personal. Independentment dels diferents models d’IE que se segueixin i dels instruments de mesurament que s’apliquin en cadascun d’ells, la recerca ha demostrat que la IE es pot desenvolupar en tots aquests àmbits. Tanmateix, encara hi ha poca evidència sobre com s’aplica a l’educació superior i amb quina eficàcia. Després de tractar dels models teòrics, els tres papers que conformen aquesta tesi doctoral se centren a determinar la validesa del constructe utilitzant diferents formes de mesurament de les competències emocionals i socials (CES), i en la necessitat i les possibilitats de desenvolupar‐les en l’educació superior. El primer estudi analitza algunes de les principals crítiques que s’han fet al concepte de IE, bàsicament referides a la qualitat dels estudis empírics previs, per la manca d’un constructe o la poca validesa incremental d’alguns dels instruments de mesurament. En aquest cas, s’estudien concretament dos instruments diferents, que es fan servir per mesurar les CES des del punt de vista de la conducta. D’una banda, l’Inventari de Competències Emocionals i Socials – Edició Universitària (ICES‐U), que és un qüestionari d’avaluadors múltiples que s’utilitza en cursos de desenvolupament del lideratge per avaluar 12 competències emocionals i socials i 2 competències cognitives. D’altra banda, l’Entrevista d’Incidents Crítics (EIC), que és una tècnica en què els participants expliquen experiències relacionades amb el treball, que després són codificades d’acord amb set competències emocionals i socials que coincideixen amb les de l’ICES‐U. Es comparen els resultats dels informants en qüestionaris de 360º amb els resultats de les EIC de 87 estudiants. Les entrevistes han estat codificades per dos codificadors formats prèviament, amb una fiabilitat entre codificadors de > 0,7 i s’han debatut fins arribar a un acord total sobre l’existència de competències en el resultat final. Els resultats mostren correlacions significatives entre les avaluacions dels companys de treball, pel que fa a la competència “treball en equip”, i de les parelles, pel que fa a “desenvolupament dels altres”, amb els resultats obtinguts de les EIC. Aquests resultats, a més, indiquen la presència de desitjabilitat social en alguns indicadors pel que fa a l’“orientació a l’assoliment”. Algunes competències semblen que són més difícils d’avaluar amb observadors externs, com l’”empatia”. També s’han trobat correlacions significatives entre algunes competències, mesurades amb autoavaluacions i a través de les EIC, la qual cosa indica que les autoavaluacions poden ser més “realistes” del que es podria esperar. El segon estudi comparteix l’experiència d’introduir un projecte interdisciplinari en un programa de màster d’una facultat de dret espanyola. Aquesta innovació pedagògica va sorgir de la necessitat de preparar millor els estudiants davant les expectatives dels seus futurs ocupadors, cosa que exigiria desenvolupar algunes competències. Es va configurar el currículum d’una nova assignatura, anomenada “Mòdul 9”, d’acord amb la Teoria de l’Aprenentatge Experiencial (TAE). Equips d’estudiants treballaven en projectes que havien seleccionat ells mateixos, i els seus processos d’aprenentatge eren complementats per tallers i tutories. La conseqüència fou que l’experiència pràctica va impulsar l’aprenentatge dels estudiants en els projectes pràctics, que van ser implementats parcialment en col•laboració amb algunes empreses locals. La codificació dels memoràndums d’aprenentatge evidenciava que cada equip havia aplicat cada forma d’aprenentatge en les diferents etapes dels projectes. I, per bé les avaluacions de l’experiència foren, en general, positives, el grau de coneixement d’aquest procés d’aprenentatge podria haver augmentat al llarg del curs. Entre les reflexions del professorat s’esmentava la necessitat de millorar el sistema de suport als estudiants a l’hora de gestionar les emocions durant el procés d’aprenentatge. Això va portar a modificar el disseny del currículum amb vista a la nova edició del curs, a fi d’incloure‐hi l’avaluació i el desenvolupament de competències emocionals i socials. El tercer estudi és el seguiment d’aquest mateix programa i explica com la Teoria del Canvi Intencional (TCI) de Boyatzis es combina amb el treball en equip en un projecte interdisciplinari, amb l’objectiu de crear un marc per al canvi autodirigit, basant‐se en l’avaluació i el desenvolupament de CES. Juntament amb vuit tallers i diverses tutories, els estudiants van rebre tres sessions individuals de coaching orientades a garantir que els objectius de l’equip s’alineaven al màxim amb els seus objectius personals. Les CES es van mesurar dues vegades durant l’any acadèmic amb l’ICES‐U d’avaluadors múltiples: primer, després de 3 mesos de l’inici del programa i, novament, al final de l’any acadèmic. Els resultats de les avaluacions exploratòries dels 18 participants van mostrar un canvi positiu en el desenvolupament de les CES en general. La qualitat d’aquesta recerca s’està debaten de manera crítica i s’estan revisant les línies recomanades per a la recerca futura, com també les implicacions d’aquests estudis.
Desde que Salovey y Mayer introdujeron la denominación de inteligencia emocional (IE) y Goleman popularizó el concepto en los años noventa, ha aumentado constantemente la investigación en los campos de la psicología, la educación y el management con el fin de entender su naturaleza y sus efectos sobre diversas variables de la vida, como un desempeño excelente, la efectividad del liderazgo, la satisfacción en la vida, e incluso en cuestiones de salud, como la resistencia al estrés. Estas relaciones mayoritariamente positivas subrayan la importancia de la IE, así como la necesidad de desplegarla para mejorar el desarrollo personal. Independientemente de los distintos modelos de IE que se sigan y de los instrumentos de medición que se apliquen en cada uno de ellos, la investigación ha demostrado que en todos estos ámbitos puede desarrollarse la IE. Sin embargo, todavía existe poca evidencia sobre cómo se realiza en la educación superior y con qué eficacia. Tras abordar el área relativa a los modelos teóricos, los tres papers que conforman esta tesis doctoral se centran en determinar la validez del constructo utilizando distintas medidas para las competencias emocionales y sociales (CES), así como en la necesidad y las posibilidades de desarrollarlas en la educación superior. El primer estudio analiza algunas de las principales críticas formuladas al concepto de IE, básicamente referidas a la calidad de los estudios empíricos previos, debido a la falta de un constructo o de validez incremental de algunos de los instrumentos de medición. En este caso, se estudian en detalle dos instrumentos diferentes, utilizados para medir las CES desde el punto de vista de la conducta. Por una parte, el Inventario de Competencias Emocionales y Sociales – Edición Universitaria (ICES‐U), que es un cuestionario de evaluadores múltiples que se utiliza en cursos de desarrollo del liderazgo para evaluar 12 competencias emocionales y sociales y 2 competencias cognitivas. Por otra parte, la Entrevista de Incidentes Críticos (EIC), que es una técnica en que los participantes explican experiencias relacionadas con el trabajo, que después son codificadas en base a siete competencias emocionales y sociales que coinciden con las del ICES‐U. Se comparan los resultados de los informantes en cuestionarios de 360º con los resultados de las EIC de 87 estudiantes. Las entrevistas han sido codificadas por dos codificadores formados previamente, con una fiabilidad entre codificadores de > 0,7 y se han debatido hasta alcanzar un acuerdo total sobre la existencia de competencias en el resultado final. Los resultados muestran correlaciones significativas entre las evaluaciones de los compañeros de trabajo sobre la competencia “trabajo en equipo” y de las parejas sobre “desarrollo de los demás” con los resultados obtenidos de las EIC. Estos resultados, además, indican la presencia de deseabilidad social en algunos indicadores para la “orientación al logro”. Algunas competencias parecen más difíciles de evaluar mediante observadores externos, como la “empatía”. También se han hallado correlaciones significativas entre algunas competencias, medidas a través de autoevaluaciones y a través de las EIC, lo cual indica que las autoevaluaciones pueden ser más “realistas” de lo esperado. El segundo estudio comparte la experiencia de introducir un proyecto interdisciplinario en un programa de máster de una facultad de derecho española. Esta innovación pedagógica surgió de la necesidad de preparar mejor a los estudiantes para responder a las expectativas de sus futuros empleadores, lo cual exigía el desarrollo de competencias. Se configuró el currículo de una nueva asignatura, denominada “Módulo 9”, conforme a la Teoría del Aprendizaje Experiencial (TAE). Equipos de estudiantes trabajaban en proyectos que habían seleccionado ellos mismos, y sus procesos de aprendizaje eran complementados por talleres y tutorías. La consecuencia de ello fue que la experiencia práctica impulsó el aprendizaje de los estudiantes en los proyectos prácticos, que fueron parcialmente implementados en colaboración con algunas empresas locales. La codificación de los memorándums de aprendizaje evidenciaba que cada equipo había aplicado cada modo de aprendizaje durante las distintas etapas de los proyectos. Y, si bien las evaluaciones acerca de la experiencia fueron, en general, positivas, el grado de conocimiento del propio proceso de aprendizaje podría haber aumentado a lo largo del curso. Entre las reflexiones de los profesores se incluía la necesidad de mejorar el sistema de ayuda a los estudiantes para gestionar las emociones durante el proceso de aprendizaje. Ello llevó a modificar el diseño del currículo para la promoción siguiente, con el fin de incluir la evaluación y el desarrollo de competencias emocionales y sociales. El tercer estudio es el seguimiento de este mismo programa y describe cómo la Teoría del Cambio Intencional (TCI) de Boyatzis se combina con el trabajo en equipo en un proyecto interdisciplinario, con el objetivo de crear un marco para el cambio autodirigido, basándose en la evaluación y el desarrollo de CES. Además de ocho talleres y varias tutorías, se ofreció a los estudiantes tres sesiones individuales de coaching para garantizar que los objetivos de equipo se alineaban al máximo con los objetivos personales. Las CES se midieron dos veces durante el año académico, mediante el ICES‐U de evaluadores múltiples: primero, a los 3 meses del inicio del programa y, de nuevo, al final del año académico. Los resultados de las evaluaciones exploratorias de los 18 participantes mostraron un cambio positivo en el desarrollo de las CES en general. La calidad de esta investigación está siendo debatida críticamente y se están revisando las líneas recomendadas de investigación futura, así como las implicaciones de estos estudios.
Since Salovey and Mayer introduced the name emotional intelligence (EI) and Goleman popularised the concept in the 1990s, research has continuously increased among the fields of psychology, education and management to understand its nature and its effects on diverse life variables such as outstanding performance, leadership effectiveness, life satisfaction and even health issues like stress resistance. These mostly positive relationships underline the importance of EI and the need to develop them for further personal improvement. Independently from the different competing models of EI and the subsequently applied measurement tools, research has shown that in each of these approaches EI can be developed. However, evidence on how and how effectively this is done in higher education is still scarce. After covering the areas of the theoretical models, the three paper sections of this doctoral thesis focusses on establishing construct validity among different measures of emotional and social competencies (ESC) and on the need and possibilities of developing them in higher education: The first study taps into some of the major criticisms on the concept of EI that have been voiced, mainly referring to the quality of previous empirical studies due to the lack of construct or incremental validity of some of the measurement instruments. Here, a closer look is taken at two different instruments used to measure ESC from a behavioural perspective: On the one hand, the Emotional and Social Competencies Inventory ‐ University Edition (ESCI‐U) as a multi‐ rater questionnaire is used in a leadership development course to evaluate 12 emotional and social intelligence competencies and 2 cognitive competencies. On the other hand, the Critical Incident Interview (CII) is a technique in which participants relate work‐related experiences and are then coded based on seven emotional and social intelligence competencies which coincide with those of the ESCI‐U. Informant results of the 360º questionnaires from 100 students who have also participated in voluntary interviews are compared. The interviews have been coded by two trained coders with an inter‐coder reliability of > 0.7 and then discussed to reach 100% agreement on presence of competencies for a final result. Results show significant correlations among colleagues’’ assessments of teamwork and spouses’ of developing others with the results from the CIIs. Findings suggest the presence of social desirability in some indicators for achievement orientation. Some competencies seem more difficult to assess through external observers, such as empathy. Significant correlations were also found between some competencies as measured through the self‐assessments and the CIIs, which indicates that self‐assessments might be more “realistic” than expected. The second study shares the experience of introducing an interdisciplinary project at a masters’ program at a Spanish law school. This pedagogical innovation rose from the need to better prepare students for the expectations of their future employers which required the development of competencies. The curriculum of a new course called “Module 9” was framed according to Experiential Learning Theory (ELT). While student teams worked on self‐selected projects, their learning processes were accompanied by workshops and tutorials. As a consequence, practical experience drove students’ learning within the applied projects which were partly implemented in collaboration with local companies. Coding of learning memoranda showed that each team applied each learning mode during the different stages of the projects. While evaluations about the experience were generally positive, awareness of the learning process itself could be increased throughout the course. Reflections from professors included the need to improve the support system for students to manage the emotions during the learning process. This led to changing the curriculum design for the following cohort by including the assessment and development of emotional and social competencies. The third study is the follow‐up of the same programme and describes how Boyatzis’ Intentional Change Theory (ICT) is combined with the interdisciplinary project work in teams with the objective of creating a framework for self‐directed change based on the assessment and development of ESC. In addition to eight workshops and various tutorials, students were offered three individual coaching sessions to ensure the best possible alignment of personal and team goals. ESC were measured twice during the academic year with the multi‐rater ESCI‐ U: once, after 3 months into the program and then again at the end of the academic year. The results of exploratory evaluations for 18 participants showed positive change on the development of ESC in general. The quality of the present research is discussed critically and future research lines recommended as well as the implications of the present studies reviewed.

Students diagnosed with Emotional-Behavioral Disability (EBD) have an inability to successfully interact with peers or adults. This study examined 33 students with EBD to investigate their emotional intelligence, social skills, and the relationship between these two constructs. Participants were classified as either primary (grades 1-6, n = 14) or secondary (grades 7-12, n = 19). Students completed a Social Skills Rating System (SSRS) Self-Report Student Form and a BarOn Emotional Quotient Inventory: Youth Edition (EQi: YV) Form, while special education teachers completed the SSRS Teacher Form on each student. Results indicated that the emotional intelligence and social skills of these students were significantly correlated when the SSRS Self-Report Student Form was compared to the EQi: YV. When the SSRS Teacher Form results were compared with the EQi: YV, this relationship was not found. Results did support the hypothesis that the students with EBD have significantly lower Total EQ scores than the standardization sample of the EQi: YV. The EQi: YV subscale scores for Stress Management and Intrapersonal were also significantly lower than those of the standardization sample. Students with EBD had significantly lower SSRS Total Social Skills scores than the standardization sample when rated by their teachers using the SSRS Teacher Form. The primary students had Total Social Skills significantly lower than the standardization sample, but the secondary students did not. Students with EBD did not score significantly lower than the standardization sample of the SSRS when using the SSRS Self-Report Student Form, neither whole sample nor by grade level. Finally, the Empathy subscale scores for male students with EBD were not different from the standardization sample using the Self-Report Student Form of the SSRS. Implications and suggestions for further research were discussed.

Two schools of thought diverge into an ongoing debate as regards to the social intelligence of gifted youth. One view holds that the gifted are often maladjusted (Chronbach, 1960; Hollingworth, 1942). The contrary view is that they are more likely to be well adjusted, with overall above average social and emotional intelligence (Allen, 2000; Chesser, 2001; Kihlstrom & Cantor, 2000; Neihart, 1999). The current research is consistent with views supporting enhanced overall social and emotional intelligence of gifted youth. Some researchers have argued that emotional intelligence and social skills competence are subsets of social intelligence (Chesser, 2000; Greenspan, 1979; Kihlstrom & Cantor, 2000; Morgan, 1996; Salovey & Mayer, 1990,1993). In order to sample the domains of social intelligence in gifted adolescents, a measure of emotional intelligence (Bar-On Emotional Quotient - Inventory: Youth Version) was combined with a measure of social skills competence (Social Skills Rating Scale- Secondary Student and Parent Forms). Participants were students (n = 100) in a very selective summer program for gifted adolescents, and parent respondents (n = 76). This research addresses the following four hypotheses as regards to the relationship between social skills competence and emotional intelligence in gifted adolescents. It was hypothesized that gifted adolescents were expected to score in the above average range on emotional intelligence. Gifted adolescents scored significantly higher than norm samples on the scales of Adaptability, Stress Management and the Total EQ composite. It was also hypothesized that gifted students have above average social skills ratings. Gifted students scored significantly higher than average on all scales of the Social Skills Rating System (SSRS) Secondary Student form. Third, it was hypothesized that the constructs of emotional intelligence and social skills competence are related as regards to the self ratings of gifted adolescents. The SSRS Total Scale and all scales of Bar-On EQ-i: YV were significantly correlated. Fourth, parental ratings were consistent with the hypothesis that they would rate their adolescents as having overall average social skills. The means for overall social skills on the Total Scale and Cooperation subscale were in the average range. The Assertion subscale was found to be below average. Parent ratings were significantly above average in the areas of Responsibility and Self-Control, which may be strengths for gifted youth. A significant positive relationship was found between the composites for social skills competence and emotional intelligence. Some differences were noted between the sub-scales of these constructs, suggesting that gifted individuals may tend to have a specific profile of strengths and weaknesses in these domains. This relationship is also consistent with hierarchical theories of social intelligence maintaining that social skills and emotional skills are separate areas of related abilities. These findings suggest that social intelligence domains are important in drawing a complete profile of differential abilities in gifted students. In talent identification, it may be useful to combine measures of social skills competence and emotional intelligence with cognitive evaluations to provide a wider range of information as regards to the abilities of the gifted.

The purpose of this project is to argue that in order for social and emotional learning (SEL) goals to achieve their intended outcomes for students and society, religious pluralism must be reflected in student instruction. SEL involves the use of evidence-based practices to provide opportunities to develop competencies related to self-awareness, self-management, social awareness, relationship skills, and responsible decision making which are intended to enable students to demonstrate morally appropriate actions and ethical decisions, which I am calling "right behavior."

It is my argument that one's understanding of right behavior embodies both implicit and explicit moral beliefs based on one's worldview which reflects a certain conception of the good life and the good society. In many cultures this concept is shaped by the dominant, organized religion of the group. However, the religious diversity in the United States since its inception led to an American tendency to privatize religion and avoid meaningful public deliberation of competing views of the good life and the good society. However, I contend that this paradigm is no longer adequate for equipping twenty-first century students with the background knowledge, critical thinking, problem-solving, and ethical judgment skills required for full participation in the social, political, and economic spheres of society. Instead, I am proposing a SEL-religious studies model that values religious freedom, equality, and neighborly affection, and recognizes the presence of moral and religious pluralism in American society.

Compared to their peers, gifted and talented (GT) students have unique social and emotional needs. As schools mandated social and emotional learning goals for each GT student, support at the state level was limited. The purpose of the study was to answer the guiding question of how students could benefit from implementing key elements in a GT social and emotional curriculum. The study was guided by Corso's approach to promoting and developing positive social-emotional behavior. Data were collected from questionnaires administered to 32 statewide GT experts. Semistructured interviews were conducted with 10 of those GT experts. Thematic data analysis followed an open coding process to identify emergent themes. The findings revealed key elements that should be in place for a successful GT social and emotional curriculum: (a) a dedicated time in the school schedule for affective curriculum, (b) GT students seeking an understanding of identity and GT characteristics, (c) creating partnerships for social and emotional curriculum, (d) properly trained staff, including an understanding of the characteristics of GT students, (e) affective goal setting, (f) adequate resources for instruction, and (g) a process for intensive interventions when needed. This study included the creation of a professional development project to support integration of a social and emotional curriculum for GT programs. The study and project have implications for positive social change: By guiding schools seeking to implement a social and emotional curriculum into a current GT program, student behavior and learning outcomes are fostered.

This research applies a non-typical action research approach to design, implementation and monitoring of an outdoor learning intervention situated within a UK special school for learners with social emotional and behavioural difficulties (SEBD). The rationale for the research is based upon practitioner assumptions that an earlier skills orientated outdoor learning curriculum was inappropriate and that change was required to incorporate opportunities for the learners to develop their social and emotional learning (SEL) skills. The thesis describes the historical role of outdoor learning in relation to SEBD intervention and applies structuration theory (Giddens, 1984) to gain an understanding of previous outdoor learning interventions. The theory has also been used to create a narrative from which to describe the augmentation of SEL skills within the participant group. It was found that SEL augmentation in individuals contributed toward the production of improved social structures within the participant group. Participant attendance on the outdoor learning intervention is also reviewed in the context of alternative curriculum discourse. It was found that participants had improved attendance, punctuality and motivation on intervention days.

The inclusion of social and emotional learning (SEL) in schools is becoming a pertinent topic in the field of education. Teachers and administrators are recognizing a need to support students’ social and emotional growth alongside their academics. Young adolescents in grades 6 – 8 are in a developmental stage during which the acquisition of interpersonal and intrapersonal skills could be particularly beneficial and supportive to their ability to lead healthy lives. In this project-based thesis, the author based her research on the question; how are North Carolina (NC) public schools supporting the social and emotional development of their middle school students? This question was formulated in order to support the project of this thesis, the creation of a development plan for a public charter middle school in NC that focuses on social and emotional learning. The research method utilized in this study was grounded theory as developed by Barney Glaser and Anselm Strauss (1967). Data was collected through a survey sent to public middle schools across NC and through interviews conducted with school administrators. Constant comparative analysis was the process through which all of the data was analyzed. Results of this research found that 80% of the surveyed schools implement SEL programming and the majority of those schools believe SEL to positively affect many facets of their school including academic success of the students, physical and emotional safety, and the relationship between the students and teachers. Strategies the participating schools used to implement SEL programming were also discovered in this study. These consist of having distinct lessons on SEL topics and skills, integrating parts of SEL throughout the entire school, use of mentoring, inclusion of aspects of SEL in student discipline, having programming meet the unique needs of the school, and evaluating the students’ progression in SEL. Results of this study also indicated several design elements of SEL programming, which include having SEL be a united effort of all faculty and administration, providing teachers with support, sharing responsibility for the programming with the students, and allocating sufficient time to SEL programming. The findings of this study have been used by the author to inform the creation of the school development plan included in this thesis. By adding to the discussion of how to provide SEL to middle school students in NC, this study can be a resource to any educator in the process of developing SEL programming for their students.

As defined by the Collaborative for Academic, Social, and Emotional Learning (CASEL, 2012), social-emotional learning (SEL) involves the acquisition of skills necessary to: identify and manage one’s emotions, relate to and establish relationships with others, and make positive and healthy decisions. With only 40% of kindergarten students demonstrating the social-emotional skills needed to be both academically and socially successful upon school entrance (Yates et al., 2008), explicit instruction targeting SEL is needed. As this instruction requires systems-level implementation and decision-making practices, members of these decision-making bodies can include several different school personnel, who may have varying levels of familiarity and previous use of SEL programs. Because the school principal is responsible for overseeing the implementation of school-wide programs (NYS Education Department, 2014), obtaining information regarding their familiarity and use of SEL programs, as well as their decision-making practices is needed. Consequently, the present study examined the extent to which principals participate in SEL decision-making practices; the selection procedures and decision making methods they use to select SEL programs; and their levels of familiarity, past use, and current use of CASEL approved SEL programs. The relationship between principal demographic characteristics and familiarity and use of SEL programs was also evaluated using survey methods. Analysis of descriptive statistics, frequency data, and three multiple regression analyses indicated that most NYS elementary school principals participate in SEL program decision-making. Additionally, they use a variety of methods for learning about programs and deciding upon programs. Overall, however, NYS elementary school principals have little familiarity, past use, or current use with CASEL-approved programs, suggesting a need for increased dissemination and professional development regarding these programs and resources.

Conceptions of learning have evolved from behaviorist and mechanistic models to models that are dynamic, complex, and process-oriented. Educators’ and researchers’ understanding of teaching can benefit from a similar evolution, one that embodies teaching as a dynamic, cognitive skill. Because teaching is an inherently interactive phenomenon, it can be characterized as a social-emotional cognitive skill. Using a dynamic systems and social-emotional cognitive lens, in this dissertation, I describe two studies that explored teaching from these perspectives. The first, presented in Chapter 2, used structured cognitive interviews to elicit expert teachers’ reflections on their teaching processes, as well as to illuminate the interactive nature of these processes and the factors that influence the teachers’ capabilities. In the second study, presented in Chapter 3, I borrowed methods from interactive social-emotional cognitive studies to identify periods of psychophysiologic synchrony between the teachers and students to determine if these correlated with their relational experiences. Five themes, or awarenesses, emerged from the interview data: (a) awareness of learner (AoL), (b) awareness of teaching practice (AoTP), (c) awareness of context (AoC), (d) awareness of self as a teacher (AoST), and (e) awareness of interaction (AoI). Within each theme, I identified several categories that characterized the teachers’ reflections on the individual social-emotional cognitive processes employed during teaching. These data show that expert teaching leverages a complex, social-emotional cognitive framework to achieve learning goals. In the second study, I observed significant increases of psychophysiologic synchrony in the teacher–student dyads that were engaged in a supported teaching task. This elevated synchrony was correlated with multiple domains of two established measures of individual social-emotional cognition. Moreover, after dividing the data by the median of achieved synchrony into an upper and lower group, strong but unique correlation patterns were observed between the teacher–student synchrony and the social-emotional cognitive survey measures. In particular, several student measures of the teachers’ perspective taking demonstrated inverse associations between the lower and upper 50th percentiles of synchrony. These data indicated that the ability to create synchrony during supported interactions was connected to the teacher’s distinct social-emotional cognitive capacity. These results also support the potential neurobiologic and psychophysiologic bases of teachers’ social-emotional cognitive processing. Together, these two studies represent an initial step along a larger trajectory of future research that could advance the conception of teaching as a social-emotional cognitive skill that develops as a complex system.

The problem this study addresses is the extent to which social-emotional learning programming is effectively implemented. Since social-emotional learning programming has emerged as a significant aspect of U.S. education, man states have included social-emotional standards and programming as an essential part of the curriculum. Researchers have found that effective reform includes not only emphasis on academic and standardized test scores, but also on social-emotional influences. As a school reform initiative, a Social Emotional Learning (SEL) program is being implemented at a Midwestern high school. The purpose of this qualitative descriptive interview study was to explore the perceived effectiveness of the implementation. The conceptual framework was drawn from Fullan's 6 assertions that serve as a guide to monitor school success when implementing education reforms. The study's guiding questions concerned teachers' perceived supports and challenges in the process of implementation, as well as any perceived role changes they experienced during the process. Eight high school teachers who had taught the SEL classes were interviewed. Data were transcribed, coded for themes using Hatch's typology, and thematically analyzed. The key findings included that participants were supported by the counselors and their peers. However, they encountered implementation challenges including the class schedule, lack of student buy-in, and the need for ongoing supports to facilitate social emotional learning. This study contributes to social change by informing school leaders of best practices necessary to ensure the implementation and sustainability of SEL practices. Social-emotional learning initiatives that implemented with fidelity can improve both the academic and personal success of students.

The relationship between social and emotional intelligence was investigated. The study sample consisted of 31 females and 28 males who were between the ages of 9 and 12. The student participants completed the Social Skills Rating System-Student Form (SSRS), which assesses social competence, and the Emotional Quotient Inventory: Youth Version (EQ-i:YV), which measures emotional intelligence. Parents of the children also completed the Social Skills Rating System-Parent Form for comparison purposes. Both forms of the SSRS yielded statistically significant correlations with the EQ-i:YV. The results indicate that the instruments designed to assess emotional intelligence and social intelligence were highly related. The importance of the present findings is that they are a preliminary step in the discussion of social and emotional intelligence and their cultural importance.

Syftet med uppsatsen är att belysa SET (social och emotionell träning), dess metod och hur den används i undervisningssammanhang och vad den enligt grundaren ger för resultat. Undersökningen utfördes på två olika grundskolor. Metoden för undersökningen blev intervjuer med två grundskolelärare, samt en biträdande rektor. Dessutom gjordes en textanalys av läromedlet Livsviktigt, samt en intervju med författaren. Resultatet som kom fram i intervjuerna och textanalysen, samt litteraturdelen visade att social och emotionell kompetens behövs i skolan. SET-metoden lyfter fram det viktiga värdegrundsarbetet som skolan strävar efter, det demokratiska samhället och alla människors lika värde. Det viktiga med undervisningen är kontinuitet, delaktighet, genomtänkt dialog och reflektion. För att det skall fungera i skolan krävs att det är integrerad med resten av skolarbetet, att ledningen stöttar lärarna, att alla strävar åt samma håll och att förhållningssättet genomsyrar hela verksamheten. Det kan finnas visst motstånd i lärarkåren, men i stort är de positiva. Stödet från ledningen är en förutsättning för att SET skall kunna bedrivas.

This study contributes to the existing literature on treatment integrity (TI) by presenting TI findings across interventions aimed at the development of social emotional skills in learners with emotional and behavioural disorders. Social and emotional skills were selected as the target for our investigation given the significance of these skills in relation to the academic and behavioural success of learners and the challenges most often faced in these skill areas by students with emotional and behaviour disorders (E/BD). The study analysed single-subject experimental studies from 2000 to 2009 in two leading journals in the field of emotional and behaviour disorders: Behavior Disorders and The Journal of Emotional Behavioral Disorders. The degree to which studies operationally defined independent variables and evaluated and reported measures of treatment integrity and associated risk factors is reported. Thirty-three studies met the inclusion criteria for the present study and TI was evaluated across six variables (1) year published, (2) dependent variable(s), (3) independent variables(s), (4) participant characteristics, (5) treatment agent and (6) assessment of TI. Results indicated that approximately 49% of the studies monitored and reported TI, meaning that they provided a description of the TI procedure and resultant data. Findings from the study point to the need for attention to TI both in the description of methods used and in the reporting of TI data.

The central motive for conducting this research was to investigate how different countries (Greece, Spain, Sweden and the United Kingdom) treat social and emotional education (SEE) within pedagogical practice and policy to answer the following questions: How do teachers perceive and practice SEE? And how are government policies and/or programmes about SEE (if any exist) implemented? The study used a sequential QUAN-QUAL analysis with a comparative design, with 750 teachers in an initial quantitative phase participating in a questionnaire, and 22 teachers in the following qualitative phase participating in semi-structured interviews. Cross-cultural differences were found in the research sample regarding teachers’ self-perceived role in socialising emotion: specifically, the teachers’ beliefs about their role in loco parentis, the teachers’ openness to emotional expression in the classroom, and the teachers’ knowledge about the role of emotions and relationships to learning. More variation was found in these three variables internationally compared to intranationally, although demographics were found to statistically influence the results as well. Teacher training regarding SEE was found to have only been made available to a minority of teachers in all four countries. In terms of practice, SEE was more likely to be introduced into schools by teachers themselves (or a partnership between teachers and headteachers) rather than by educational policy. Furthermore, SEE provision was found more likely to be implicit (considered for every subject but not taught as its own subject), rather than explicit (having a dedicated time and curricula devoted to SEE). Recent recommendations by policy influencers to create cross-cultural frameworks of social and emotional competencies and life-skills programmes need to be questioned in light of the findings that SEE manifests in unique ways specific to each culture.

Published Article
This paper seeks to problematise the discourse of social justice in education and engage educational practitioners in tensions that exist in understanding the theory of social justice. I argue that social justice in education is constructed in a way that seeks to disturb not only the tensions of conceptualisation but the traditional power relations present in educational practice as well. This paper is influenced by an eclectic mix of theoretical sources; I have adopted, as a critical lens, poststructuralist, postmodernist, feminist as well as postcolonial theories to interrogate the social justice discourse. While the paper argues that the concept social justice is dynamic and fluid, it attempts to draw the discomforting truths or tensions of conceptualizing social justice. The debates around the conceptualisation of social justice will enable us to better understand the theoretical position which would take us closer to understand social justice in education.

xv, 149 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
The present study examined the initial and follow-up effect of Strong Kids , a social and emotional learning (SEL) curriculum, among a sample of 106 third and fourth graders. Students were assigned by classroom to either the treatment or wait-list condition, and completed questionnaires on SEL knowledge ( Strong Kids Knowledge test) and perceived use of SEL skills (the Coping Scale, Social and Emotional Assets and Resiliency Scale) across 3 assessment periods (pre-testing, post-testing, and follow-up). The classroom teachers also completed a social functioning questionnaire (the School Social Behavior Scales-2nd edition) on each student at each assessment period. The classroom teachers implemented 12 weekly lessons across a 3-month time period and 1 booster session approximately 1 month after the last lesson. They also promoted generalization of SEL skills by providing praise and pre-correction to students on the SEL skills they were learning. Analyses revealed that the treatment group had greater positive gains across all of the dependent measures from pre-test to post-test. These gains maintained at the 2-month follow-up period, providing preliminary evidence of the preventative quality of SK . The results are discussed within the broader framework of a three-tiered model of support for SEL, and the possibility of using SK as a universal level of support within school.
Committee in charge: Kenneth Merrell, Chairperson, Special Education and Clinical Sciences; Robert Horner, Member, Special Education and Clinical Sciences; Tary Tobin, Member, Special Education and Clinical Sciences; Lynn Kahle, Outside Member, Marketing

The relationship between emotional intelligence, social competence, and success was investigated. Success was operationally defined as elected leadership within a school group, club, or organization. The study sample consisted of 31 males and 89 females ages fourteen to seventeen years (grades 9 through 11) from three counties in south-central Kentucky. Student participants were characterized as Leaders, Joiners, or Non-Joiners of school groups and were asked to complete the BarOn Emotional Quotient Inventory: Youth Version (BarOn EQi:YV) (BarOn & Parker, 2000), which assessed emotional intelligence, and the Social Skills Rating System - Secondary Student Form (SSRS) (Gresham & Elliott, 1990), which provided an evaluation of social competence. Teachers of the students in the study were also asked to complete a Social Skills Rating System-Teacher Form. Results lent support to three of the four hypotheses. Female leaders exhibited higher than chance Total EQ scores, as well as higher scores on Intrapersonal, Interpersonal, and Adaptability factors than the standardization sample. Male leaders appeared to possess more ability within the domain of Adaptability than the standardization sample. Significant mean score-differences existed between the emotional intelligence scores of those identified as Leaders, Joiners, and Non-Joiners of groups. Emotional intelligence was not shown to increase with age, as no significant correlations emerged between emotional intelligence scores and age levels. Finally, teacher ratings of social skills were significantly higher for leaders than for Joiners and Non-Joiners of groups. Implications and suggestions for further research were discussed.

Gifted adolescents who experienced a randomized lottery process to continue attending their school are the focus of this study. For more than 10 years, sixth-grade students at a Northern California school for gifted students have participated in a lottery process to continue attending their school for seventh and eighth grades. This study describes the reflections of nine lottery participants, and the social and emotional effects that a school lottery has on adolescents. The student perspectives were gained through in-person interviews and participants’ written impressions. Stress and anxiety were commonly endured by all participants. The study explores other effects such as reliance on support networks consisting of friends, families and teachers for social and emotional well-being.

Social-emotional learning has gained much leverage in education reform discussions, but little research has been done on the effectiveness of SEL programs in rural classroom settings. This thesis studies the outcomes of one SEL curriculum, Project Happiness, in a rural project-based learning school, Teton Valley Community School. Additionally, this thesis aims to identify teaching practices that promote students’ SEL competencies. The data was collected in a split third and fourth grade classroom over a nine-week period from April 2015 to June 2015. The program led to student growth in social and emotional competencies, specifically self-awareness and self-management. Limitations of the study and implications for further research are discussed.

Mayer and Salovey first defined emotional intelligence in 1990 (Mayer, 1999) and later revised that definition (Mayer & Salovey, 1997). In 1995, Goleman introduced a different concept of emotional intelligence (Goleman, 1995). Bar-On presented a third conceptualization, as well as the first measure of the concept (Bar-On & Parker, 2000). Few studies have addressed emotional intelligence in children and adolescents, and nostudies have examined the concept in the deaf population. The purpose of the present study is to examine emotional intelligence, as well as social skills, in a residential deaf population. Fourteen students at the Kentucky School for the Deaf completed emotional intelligence and social skills questionnaires. Teachers also rated each participant's social skills. Results indicated that the participants rated themselves similar to the standardization sample in overall emotional intelligence. In general, participants rated their emotional intelligence similar to their social skills. The hypothesis that there would be less than one standard deviation of difference between the overall emotional intelligence scores of the research sample and the standardization sample was supported. Suggestions for further research are presented.

In the spring of 2012, Kansas became the first state in the nation to integrate social, emotional, and character development (SECD) education into a set of state standards to heighten Kansas' K-12 students' academic and life skills, thus requiring all current and future teachers to be versed in this type of education. The purpose of this qualitative study was to explore how department leaders and professors of teacher-education programs in Wichita, Kansas, perceived a restructured SECD teaching curriculum was necessary to enhance their preservice teacher curriculums. Two research questions and four sub-questions explored perceptions of the three department leaders and four professors from each faculty of Wichita's three teacher-education departments regarding the significance and necessity of Kansas' new social, emotional, character development (SECD) state standards. Data were collected via an online questionnaire, personal interviews, and departmental documents. Assimilated results between the three departments were mixed. The emergence of three themes centered on the lack of knowledge of the new standards, the use and integration of dispositions, and the importance of strong leadership. All respondents indicated the significance of the new standards, with respondents from two of the departments alluding to the possibility of the new standards being integrated at some future point into their curriculums. The implications for this study, which was the first of its kind in Kansas, supported both the significance and necessity for the new state SECD standards, and the importance of strong leadership in higher education when making curricular changes and adjustments.

As with traditional healthcare providers, emotional-social intelligence (ESI) plays a role in the holistic practitioner-client relationship. It is important to determine if students in holistic healthcare programs increase their ESI, and subsequently better serve their clients. The purpose of this quantitative, quasi-experimental study was to determine if online education can develop students’ ESI at levels similar to that of traditional programs. This study is based on the theory of ESI and transformative learning theory. The sample consisted of 95 students in an online program and 61 in a traditional program. Multiple linear regression, ANCOVA, and Pearson Correlation’s were used to explore the relationships between the independent variables professional standing, program delivery method, program progress, and number of classes with elements consistent with transformative learning theory, and the dependent variable emotional-social intelligence, as measured by the EQ-i 2.0 survey. The results of the study revealed no significant differences in the development of ESI between online and traditional methodologies, except within the self-expression category, for which online was higher. The number of transformative classes taken had no effect on the dependent variable. The positive social change implications of this study include a better understanding of the development of ESI for holistic healthcare, which could lead to a greater potential for success, as well as being better able to contribute to the stability of their communities through meeting the needs of those seeking their services. In addition, determining the relationship between transformative theories of learning and ESI development may assist in creating courses better suited to increasing students’ ESI.

Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2007.
Title from dissertation home page (viewed Sept. 25, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0514. Advisers: Rex Stockton; Jeffrey Daniels.

Research has widely approached the benefits and potentials of nature contact and outdoor education on children’s emotional development. There is however little evidence on teachers’ approach and educational methods on emotional education in nature. This paper investigates the potentials of outdoor education for children’s development of emotional competences by exploring in which ways emotional education is included within the didactic methodologies in a Swedish “I Ur Och Skur” nature-based preschool. Through an ethnographic approach the author identified three main educational methods by which emotional education is included within the daily teaching in the outdoors: emotional expressiveness, direct sensory experience with nature and affective social interaction. This study contributes in two main ways: first, it shows how educators approach and include emotional learning in nature spaces as a mean to help children engage affectively with their social and natural world. Second, it highlights and illustrates the potentials of outdoor and emotional education in young children.

Each year, a growing number of K–12 students participate in some form of online instruction (Watson et. al, 2015). This transition to online learning environments raises questions about the design and distribution of curricula in K-12 educational systems. This dissertation explored the perceptions of K-12 online educators regarding the significance and challenges associated with teaching social and emotional learning (SEL) and character education skills in online learning environments. The SEL related efforts of current online instructors are compared to the best practices in character education and SEL known to be effective in traditional classroom settings. A mixed-methods approach of using a questionnaire to gather data and then conducting interviews was employed. Seventy-one K-12 online educators responded to the questionnaire with a smaller group of six participating in follow-up interviews. The ethics of care (Noddings, 2005) and social responsibility (May, 1996; Dewey, 2009) provided the theoretical lens for this study. Additionally, the Social Development Model (Hawkins & Weis, 1985; Catalano & Hawkins, 1996) was used as an analysis tool to gauge whether the online educators’ purported integration of social and emotional learning and character education met what the Social Development Model proposes is necessary to develop prosocial behaviors. (Abstract shortened by ProQuest.)

xvi, 200 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
Early social emotional competence has been linked to school readiness, decreased challenging behaviors, and positive relationships with family and peers. Despite this compelling research, more young children are displaying increasingly challenging behaviors and poor social emotional outcomes, often linked to factors associated with poverty. An important component in addressing this issue is programmatic implementation of high quality, practitioner- and family-friendly assessment measures. It is critical that young children who may be at risk for early mental health concerns be identified early and the necessary interventions and goals be established to ensure that healthy relationships and positive behaviors result. The Social Emotional Assessment IV Measure (SEAM) is a new parent/caregiver-completed assessment measure that identifies key components necessary in assessing social emotional competence. This descriptive study closely examines the utility of the Toddler SEAM within a low income, diverse sample. The Toddler SEAM was tested with 50 diverse low-income parents/caregivers in order to establish baseline data and provide researchers with important feedback regarding the psychometric properties of SEAM. One hundred percent of study participants indicated that the SEAM is a beneficial measure and would be an important tool for themselves and other parents who want to learn more about children's social emotional development. Forty-eight participants (96%) felt that SEAM items were useful in teaching them more about their child's social emotional development. Forty-four participants (88%) felt that SEAM items were clear and easy to understand. Qualitative feedback was gathered regarding methods by which to improve SEAM items (i.e., wording, content) in order to make it more parent-friendly and comprehensive. The Toddler SEAM was also compared with the ASQ:SE, a social emotional screening tool with established reliability and validity within risk and non-risk populations. Correlations between the ASQ:SE 18-, 24-, 30- and 36-month intervals and the Toddler SEAM were all significant (p < .05). Internal consistency was high with a Cronbach's alpha level of .92, indicating that the SEAM is likely measuring the unitary construct of social emotional development.
Adviser: Jane Squires

Although a great deal of research exists regarding various components of the Writing-Based Practice along with best practice of writing instruction, the research that does exist only examines how writing instruction impacts writing. This research study, however, examined whether there is a potential connection between a writing immersion program, the WBP, and growth in both social and emotional awareness. Specifically, the purpose of this Mixed Methods Triangulation Design-Convergence Model (Denzin, 1970; Creswell, Plano Clark, et al., 2003) was to investigate the potential relationship that may exist between the Writing-Based Practice and social and emotional awareness in adolescents.

The study consisted of the following method of data collection for two-hundred and forty-one eighth-grade students: questionnaires and six case studies which involved interviews, observations, and collecting artifacts. This study was conducted at a suburban middle school in southeastern Pennsylvania. All the parents of the eighth-graders were asked to sign a consent form to allow their child to participate. I surveyed only those students whose parents gave permission. Case study participants were selected based on PSSA 2014/2015 results. Data analysis employed the SPSS software to help analyze the quantitative portion of the study while coding. All qualitative data analysis was conducted by the researcher using conventional and summative content analysis. I trained a second coder for each child in the case studies reliability.

Results indicated there was sufficient evidence indicating statistically significant positive change for group interaction, risk-taking, and self-perception when exposed to the WBP over the course of the school year. Additionally, there was sufficient evidence to conclude positive change on both creative and analytical writing style when exposed to the WBP over the course of the school year.

For students to be successful in college and career, social and emotional skills are essential. This research fills a gap in the literature because there is nothing that addresses this problem. If, in fact, the WBP infrastructure does promote social and emotional growth, while also improving writing skills, it is relevant because not only will the students be better prepared for college, career and beyond, they will also grow through self-reflection.

Thesis (Ph. D.)--University of Oregon, 2008.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 184 - 200). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

The literature on childhood learning has shown that numerous factors lead to student achievement. A student must access personal resources to successfully navigate their educational and social world. This study sought to determine if intervention promotes students’ social, emotional, and behavioral self-regulation, as well as implications for readiness to learn. The study’s sample was comprised of 75 kindergarten students in a general education public school setting that received 90 minutes of intervention weekly in their natural classroom environment. The 10-week intervention consisted of direct instruction within the classroom for 30 minutes twice weekly by the teacher and researcher, with three 10-minute ‘check-in’ periods throughout the week to provide feedback and reinforcement. Several qualitative and quantitative tools were used to analyze the impact of the intervention, including the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS), teacher surveys, a post-intervention teacher focus group, home program, researcher’s observations, and parent reports. The major findings included a statistically significant difference between pre- and post-test results following intervention. Consistency and teacher support were reported as contributing factors. Teachers, parents, and students indicated that the researcher’s lessons and intermittent reinforcement made a significant impact on the positive outcome of the intervention program. The results showed that students demonstrated the use of tools and terminology related to self-regulation in their school and home environments. Additional analysis suggested that three quantitatively identified “at risk” students, who consistently participated in the home program, were no longer in the at risk range, following intervention. Based on the Grounded Theory Framework, unique components of an effective self-regulation program emerged to provide implications for practice and further research recommendations.

Thesis advisor: Vincent Cho
The Role of Leadership in Social-Emotional Learning Implementation: Making Sense of Social-Emotional Learning Initiatives by Sarah J. Hardy Dr. Vincent Cho, Chair, Dr. Elida Laski, Reader, Dr. Ingrid Allardi, Reader Social-emotional learning (SEL) is an essential component of every student’s education. District leaders play an important role in the development and implementation of SEL programs in schools. This qualitative case study explored the strategies used by district leaders in supporting sensemaking of SEL initiatives as they were implemented. Data were collected through semi-structured interviews with district and school leaders, focus group interviews with teachers, and a document review. Findings revealed district leaders employed strategies in the broad areas of setting direction, developing people, and redesigning the organization (Leithwood et al., 2004). However, there was no district-wide, unified vision for SEL programming, and the majority of SEL reform was advanced by principals. SEL interactions mostly occurred between principals and teachers, and between members of the teaching staff. SEL interactions were focused on essential principles of SEL initiatives, procedural information about SEL implementation, and crisis-driven support for individual students. Some interactions supported sensemaking. One recommendation of this study is to set a district-wide vision for SEL learning to align practices and provide a framework for principal autonomy. This study also recommends establishing structures that support collaboration in order to promote sensemaking through SEL interactions
Thesis (EdD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

Ninth grade year is the most important challenging year of high school. Many students struggle adjusting to the transition to high school. If supports are not in place, many ninth-grade students are at-risk of dropping out of school. The purpose of this study was to identify and examine the social emotional learning supports in Freshman Academy that assist in the transition to High School. A qualitative investigation was conducted to explore these social emotional supports. This study used a phenomenological methodology, enabling the researcher to gather information from a purposeful selection of educators directly identified by their Academy Principals. This study employed processes of data collection that included the use of individual interviews found in qualitative design. Analysis of data happened in several steps: (a) transcribing all interviews that were recorded, (b) coding, (c) examining the themes of the codes, and (d) relating the themes to the research questions. The credibility of the analysis was supported by triangulation, member checks, and thick descriptions. The results revealed that seven themes emerged as identified supports which included: (a) Freshman Seminar programming, (b) personnel supports to include Dean of Students and the School Counselor, (c) Restorative Practices programming, (d) building relationships with students, (e)advisory, (f) informal SEL practices, and (g) teaming. Based on the research the following conclusions were presented: (a) schools use restorative practices as a means to provide SEL, (b) relationship building is a central focus, (c) and the Freshman Seminar course and content provide meaningful social emotional learning experiences.

School Psychology
Ph.D.
By the end of the kindergarten, students are expected to possess early academic skills as well as the social maturity to be successful in first grade. Students leaving kindergarten without these readiness skills are sometimes held back in first grade or referred for a special education evaluation in later grades if they fail to make adequate progress. However, before a special education referral can be made, the education system must demonstrate that the deficit is not due to a lack of instruction. Response-to-Intervention is a preventive intervention framework supported by federal legislation (No Child Left Behind (NCLB); 2002 and Individuals with Disabilities Education Act (IDEIA); 2004) that ensures that only valid special education referrals (i.e., referrals based on quantitative data) are processed. Using a multi-tiered assessment and intervention approach, students are first identified as at-risk through the use of screening tools designed to indicate academic or behavioral deficits. At-risk students are then exposed to evidence-based interventions with increasing levels of intensity to determine the type and amount of support needed. However, response-to-intervention has yet to be extended down to kindergarten students, and the screening instruments available for this population have yet to be evaluated for their predictive validity with end of first grade academic and behavioral performance. This study examines the predictive validity of psychometrically sound academic and behavioral screening instruments with first grade academic and social-emotional success. Participants included kindergarten students (n=290) from five ethnically diverse elementary schools located in a small suburban city in a mid-Atlantic state. Early literacy, early numeracy, writing, and social-emotional screening assessments were administered three times a year to determine whether the screening tools were adequate measures of kindergarten readiness skills for first grade academic and social-emotional success. Participants were followed from the beginning of kindergarten until the end of first grade to determine which skills measured by the screening assessments were the most predictive of a conceptual model of first grade academic and social-emotional success. The results indicated that the social-emotional screening assessment was able to significantly predict social-emotional success at the end of first grade. Kindergarten academic screening assessments however, were not able to significantly predict first grade academic success. Results also indicated that there were significant differences in scores across gender, ethnicity and family composition.
Temple University--Theses

This research is the only specific study to date which attempts to consider the work of all the Residential Special Schools in Scotland for children who exhibit emotional, social or behavioural difficulties. It considers whether these schools are in terminal decline or whether they continue to make an important contribution to Scottish education as a whole. Although there is considerable literature about theoretical issues, there has been relatively little direct empirical research into the work of these schools and their client population and an almost total lack of interest in the curriculum. The field work was conducted from 1982 to 1988 at a period of considerable change and upheaval in the Residential Special Education sector in Scotland. It is a descriptive and evaluative study adopting a particular orientation in curriculum theory. Part One considers the wider context within which these residential special schools operate including their complex historical background, the theoretical viewpoints (notably those relating to maladjustment and delinquency) which have come to predominate, present systems in Britain for dealing with problem children, as well as comparable education-based systems in other parts of the world. It is argued that in many respects educational and social policy in Scotland towards these children has evolved in a distinctive fashion. There is a review of research literature in this field and the methodology and orientation of this enquiry are examined. Part Two sets out the field studies in detail. It considers the provision available for the numerically smaller groups of younger children, single-sex schools for adolescent girls and the approach towards children held in Secure Units. The majority of residential placements are for adolescent boys aged 14-16 years, who are typically of normal intelligence but have poor school attainments and little realistic chance of reintegrating into mainstream schools. It is noted that there is a remarkable diversity of approach evident in the residential schools. This diversity is conceptualised as a spectrum moving from 'left' to 'right'. Many of the residential schools in the centre can be described as 'Orthodox'. They are an adjunct to other forms of mainstream and special educational provision in Scotland. However, those referred to as 'Alternative Communities' together with the Secure Units provide an experience radically different to education in its conventional form. Part Three analyses and evaluates these schools in terms of a process model of the curriculum. It is argued that as well as promoting instrumental learning the residential special schools make explicit the 'hidden curriculum' of the ordinary mainstream school. An understanding of the processes and values that sustain their curriculum, rather than the unsophisticated application of an objectives-outcomes model, is the key to meaningful evaluation of these schools. The function of research in this regard is to 'illuminate' a complex situation not to pretend to 'measure' it. Finally the policy implications of the research are considered including the theoretical and methodological implications. A number of appendices and tables are provided.

Studies have been conducted on the effects of teacher-student interaction and student achievement. However, there is a need to examine the teacher-student interactions concerning at-risk students specifically the foster youth. This grounded-theory study examines the teacher-student interaction and the effects of social-emotional intelligence on the foster youth through qualitative and quantitative methods using the Foster Student Interaction and Social-Emotional Intelligence survey (FSI&SEI) open-ended questions, interviews, and journals. A Southern California District educates approximately 500 foster students. This high school located in the urban district was chosen because they had the highest number of foster youth. The 15 participants who participated in the study consisted of a site administrator, a counselor, teachers, and foster parents. After collecting, the FSI&SEI seven participants agreed to be interviewed. The overall findings of this study indicate that teacher awareness of who their foster students are, struggles foster students face, and intentional conversations regarding the whole child impact the foster student’s social-emotional intelligence as well as their ability to form relationships with teachers.

This study investigates the impact that teacher attitudes and experiences have on their understandings of the social and emotional characteristics and needs of gifted and talented children. It addresses the issues within Aotearoa New Zealand Primary school settings. The study used a mixed methodology approach. Quantitative data was collected in the form of questionnaires to collect information from a range of participants and to identify potential participants for individual interviews. More in-depth qualitative data were collected through semi-structured interviews conducted with four teachers. The findings suggest that many teachers are uncertain about the social and emotional characteristics and needs of gifted and talented children. Teachers expressed positive attitudes towards gifted and talented children while acknowledging their lack of personal knowledge about gifted and talented education. The findings also identified teachers‘ frustrations at barriers affecting their ability to support gifted and talented children‘s social and emotional needs in their classroom programmes, including, limited personal knowledge and skills, lack of professional development, lack of time to spend with gifted and talented children, and school directed priorities for meeting the needs of other children. The findings of this study have implications for teachers wanting to support gifted and talented children, educators interested in the social and emotional needs of gifted and talented children, and those responsible for gifted and talented education (GATE) programmes and GATE professional development. It would seem that it is highly desirable for all teachers to have professional development in gifted and talented education, in order to better understand social and emotional aspects, and thereby provide a more supportive environment where gifted and talented children can learn and grow.

Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 118-122). Also available for download via the World Wide Web; free to University of Oregon users.

One hundred and fifty senior students (comprising of second and third year undergraduate students) completed a biographical questionnaire and the BarOn Emotional Quotient-Inventory questionnaire. The results indicate that there are statistically significant differences in total EQ based on gender and age, although there were no statistically significant differences based on race. Conclusions are drawn about the importance of emotional intelligence in students and recommendations for future research are provided.