Dissertations / Theses on the topic 'Social-emotional teaching'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Social-emotional teaching.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
Van, Schoiack Leihua. "Promoting social-emotional competence : effects of a social-emotional learning program and corresponding teaching practices in the schools /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7849.
Full textRodriguez, Vanessa. "Exploring Social-Emotional Cognition and Psychophysiologic Synchrony During Teaching Interactions." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112694.
Full textDwinnell, Anna. "Teaching with Intention| Implementation and Assessment of a Social-Emotional Learning Program." Thesis, Prescott College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10246934.
Full textSocial-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.
Madueke, Nkechi A. "Teachers’ Perceptions of Their Responsibilities in Teaching Social Emotional Skills: a Case Study." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700052/.
Full textPhelan, Derek Phelan Allen. "Social and Emotional Learning Needs of Gifted Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4813.
Full textWheeler, John J., and Michael R. Mayton. "The Integrity of Interventions in Social Emotional Skill Development for Students with Emotional and Behavior Disorders." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/323.
Full textWilson, Elyse. "Teaching Children About Emotions and Friend Using a Computer Program." Thesis, University of Canterbury. Psychology, 2013. http://hdl.handle.net/10092/8383.
Full textWheeler, John J., Michael R. Mayton, Julie Downey, and Joshua E. Reese. "Evaluating Treatment Integrity Across Interventions Aimed at Social and Emotional Skill Development in Learners with Emotional and Behaviour Disorders." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/313.
Full textKramer, Thomas Jonathan. "Evaluating a Social and Emotional Learning Curriculum, Strong Kids, Implemented School-Wide." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4054.
Full textBailey, Po Lin B. L. "Preschool children's information processing and emotional behavior in social conflict situations." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/552.
Full textGunter, Leslie. "Social and Emotional Learning in Preschool: An Evaluation of Strong Start Pre-K." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3251.
Full textDavis, Stephanie Deverich. "Teacher Nominations and the Identification of Social, Emotional, and Behavioral Concerns in Adolescence." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3422.
Full textDolzhenko, Inna Nickole. "Social and Emotional Learning and Preservice Teacher Education: Assessing Preservice Teachers' Knowledge, Beliefs, and Attitudes." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011839/.
Full textHaslam, Rebecca. "Equity Pedagogies, Hidden Curricula: Social-Emotional Wellbeing Among Students Of Color In Elementary School." ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/1131.
Full textOstrander, Lisette. "Integrating Social and Emotional Competencies into Instructional Activities in a Summer Enrichment Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2167.
Full textDinsman, Patricia L. "Social/emotional problems among children and youth with differing degrees of sensorineural hearing loss." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/738.
Full textHardman, Susan E. "Effects of Teacher Gender on Screening for Social, Emotional, and Behavioral Concerns for a Middle School Population." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3966.
Full textWilhite, Shannon. "Effects of the Why Try Social Skills Program on Students with Emotional and Behavioral Disorders at an Alternative Campus." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33212/.
Full textGrenman, Kathleen M. "The effectiveness of co-teaching on social and behavioral changes in students with emotional and behavioral disorders at the middle school level /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1456290451&sid=4&Fmt=2&clientId=1509&RQT=309&VName=PQD.
Full text"Department of Educational Psychology and Special Education." Includes bibliographical references (leaves 34-37). Also available online.
Pech, Sandra L. "A CASE STUDY OF A KINDERGARTEN TEACHER: EXAMINING PRACTICES AND BELIEFS THAT SUPPORT THE SOCIAL-EMOTIONAL CLASSROOM CLIMATE." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1271028312.
Full textWhitcomb, Sara A. 1974. "Strong start: Impact of direct teaching of a social-emotional learning curriculum and infusion of skills on emotion knowledge of first grade students." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10332.
Full textGiven the staggering prevalence of 12-22% of school children with mental health problems and the paucity of effective mental health services available, it is essential that professionals examine alternative methods for providing social and emotional support to children (Greenberg, Bumbarger, & Domitrovich, 2001). Rather than continuing with a service delivery approach that is reactive, fragmented, and inefficient, professionals are called to consider a more preventive approach that ensures the health of all children. A public health model of intervention can provide a conceptual framework for mental health service delivery in its aim to serve an entire population and to provide multi-tiered support (universal, targeted, indicated) that increases in intensity based on the needs of individual persons (Coie et al, 2000). Members of the Oregon Resiliency Project, a research effort at the University of Oregon, have spent the last several years developing one such set of SEL curricula, appropriate for children in grades pre-k-12, the Strong Kids programs, Strong Start: K-2 , (Merrell, Parisi, & Whitcomb, 2007), is a component of Strong Kids , developmentally applicable to kindergarten through second grade students. The purpose of this study was to implement a pilot or feasibility study that examined the impact of Strong Start on first grade students' social-emotional knowledge skills, with a particular emphasis on emotion knowledge, social behavior and affect. Pretest data collection of Strong Start began in Fall 2007 in 4 classrooms in a suburban, northwestern school district. Implementation of the intervention occurred in Winter 2008 and posttest data were gathered in Spring 2008. Results indicated that Strong Start was implemented with integrity, and that significant increases in students' knowledge about emotion situations and significant decreases in students' internalizing behaviors were associated with exposure to the program. Limitations of this study as well as directions for future research are discussed.
Committee in charge: Kenneth Merrell, Chairperson, Special Education and Clinical Sciences; Cynthia Anderson, Member, Special Education and Clinical Sciences; Elizabeth Stormshak, Member, Counseling Psychology and Human Services; John Seeley, Member, not from U of 0; Sara Hodges, Outside Member, Psychology
Lowe, Kimberly. "Assessing Validity of a Screener for Social, Emotional, and Behavioral Concerns: Analyzing Gender Differences in a Middle School Population." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5533.
Full textLevitt, Verity Helaine 1979. "Promoting social emotional competency through quality teaching practices: The impact of consultation on a multidimensional treatment integrity model of the "Strong Kids" program." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10554.
Full textThis dissertation study investigated the impact of brief teacher consultation on teachers' implementation fidelity, quality of implementation, and student responsiveness during the Strong Kids social-emotional learning curriculum. Additional outcome measures included teachers' self-efficacy and teachers' perceptions of social validity of the Strong Kids program. Participants included six teachers, three of whom were randomly assigned to the treatment group and three of whom were randomly assigned to the control group. Teachers in the treatment group received brief performance feedback consultation for six out of the twelve Strong Kids lessons; whereas, teachers in the control group did not receive consultation, but instead were given a frequently asked questions sheet that provided them with general information about the curriculum. Results of the study indicated an increase in implementation fidelity for the teachers receiving performance feedback consultation and a decrease in implementation fidelity for the teachers who did not receive performance feedback. The data did not indicate any substantial effects for the consultation group teachers with respect to quality of implementation or student responsiveness. Overall, teachers in both the treatment and control groups had positive attitudes toward social-emotional learning and the curriculum. Both groups of teachers also reported similar negative attitudes regarding the curriculum. For example, both groups of teachers felt that the lessons took too long to implement within a given class period. Implications of this study for future research and practice are discussed.
Committee in charge: Kenneth Merrell, Chairperson, Special Education and Clinical Sciences; Jeffrey Sprague, Member, Special Education and Clinical Sciences; Terry Scott, Member, Special Education and Clinical Sciences; John Seeley, Member, Not from U of 0; Lynn Kahle, Outside Member, Marketing
Katz, Jennifer. "Teaching to diversity : creating compassionate learning communities for diverse elementary school students." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/885.
Full textFox, James J., John J. Wheeler, and Cathy Galyon Keramidas. "Effectively Serving Young Children with Social Emotional Behavior Challenges in Preschool and the Early Grades: Combining Behavior Interventions and Assistive Technology." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/516.
Full textHarper, Mary E. "Exploring childcare professionals' pedagogical choice when guiding children's social and behavioral development." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002195.
Full textQuitadamo, Angela E. "Social-Emotional Climate in the Community College Classroom: An Action Research Study Investigating the Impact of Real-Time Student Feedback to Instructors." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1601131113860628.
Full textBloom, Laura. "I Need a Soft Place to Land: The Need for Therapeutic Preschool Settings for Children and Their Families." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/secfr-conf/2020/schedule/37.
Full textPerricone, Giovanna. "The Influence of the "Emotionally Disturbed" Classroom Label on General Education Teachers' Sense of Efficacy." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1319.
Full textPowell, Emmalee Glauser. "A Pedagogy of Constraints: How Self-Imposed Limitations Influence Art-Making and Teaching." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8464.
Full textChen, Kaili. "Social Skills Intervention for Students with Emotional/Behavioral Disorders Aged Six through Twelve Years: A Combination of a Literature-Based Curriculum and Telecommunications." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4466/.
Full textKrieger, Angelina C. "Facilitating the Generalization of Social Skills with Bibliotherapy and Positive Peer Reporting." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3328.pdf.
Full textRust, David Allen. "RELATIONSHIP BETWEEN THE EMOTIONAL INTELLIGENCE OF TEACHERS AND STUDENT ACADEMIC ACHIEVEMENT." UKnowledge, 2014. http://uknowledge.uky.edu/edl_etds/8.
Full textChinyama, Nyarayi. "The role of the peer educators in enhancing social and emotional learning: a case of foursecondary schools in Fort Beaufort district." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/d1006257.
Full textBuskirk, Tricia L. "An Investigation on Stress and Burnout in the Profession of Child Life." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1449155981.
Full textBurton, Karen. "Parent Perceptions of Their Involvement in and the Effectiveness of an Integrated Social Skills Program." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/4406.
Full textKnight, Jessica A. "The experiences of primary-school teaching assistants working one-to-one with looked-after and adopted children who present with social, emotional and behavioural difficulties : an exploration with the use of attachment theory." Thesis, University of Essex, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.702480.
Full textHoward, Timothy Lent. "Emotional intelligence and its link to public relations education." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/93.
Full textFarmer, Jennie L. "The Development of The Personal Strengths Intervention (PSI) to Improve Self-Determination and Social-Emotional Levels in Postsecondary Students with Learning Disabilities and/or ADHD: A Multiple Baseline Study." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3097.
Full textRene, Claire. "Effects of Emotional Intelligence Training on Emerging Staff and Student Leaders in a Collegiate Setting." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/31.
Full textJordan, Heidi Lynn. "A Purposeful Approach to Student Conduct with Deaf and Hard of Hearing Learners." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2735.
Full textIncerti, Federica. "An Exploration of Emotional Intelligence and Technology Skills Among Students ata Midwestern University." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1365541225.
Full textPratt, Megan S. "Service-Learning: A Case Study Approach to Understanding Cross-Age Tutoring with Junior High Students At-Risk for Behavioral and Emotional Disabilities." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1777.
Full textFarhangpour, Parvaneh Nikkhesal. "Transformative learning through a youth enrichment programme in search of talisman /." Diss., Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-08182003-094840/.
Full textMaguvhe, M. O. "A study of inclusive education and its effects on the teaching of biology to visually impaired learners." Thesis, Pretoria : University of Pretoria, 2005. http://upetd.up.ac.za/thesis/available/etd-08102005-112348.
Full textFago, Felicia J. "Impact of Prenatal Alcohol Exposure and Pre-adoption Placement on School-age Functioning of Intercountry-Adopted Children." Case Western Reserve University School of Graduate Studies / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=case1333558274.
Full textKit, Rae Lynn. "CHARACTERISTICS OF SEVENTH-GRADE MIDDLE SCHOOL STUDENTS WHO ATTENDED A CONTINUATION HIGH SCHOOL." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/832.
Full textRuich, Lawrence Joseph. "Voices of Special Educators Teaching Students with Emotional Disturbances (ED)| Examining the Marginalized of the Marginalized." Thesis, Indiana University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10244144.
Full textThis qualitative study examines the identities of three secondary special education teachers in self-contained classrooms. Nationally, there is a serious shortage of special educators interested in and successful working with students exhibiting emotional and behavioral disorders. An understanding of teacher identity and the personal and professional contexts that contribute to it is critical to the retention of these teachers in the field and the preparation of future special educators. Interviews, observations, and the use of image elicitation provided data to examine each participant’s identity in relation to the students they taught, the school setting, and their sense of self. Analysis of collected data emphasized their historical past, present relationships (e.g., family, colleagues), professional development, and lives within the school.
Cross-case analysis findings illuminate each teacher’s reasons for working with students who exhibit challenging behaviors and how their personal experiences shaped their identity and approach to teaching. Findings demonstrate how teacher-participants addressed student autonomy through empowerment or control via an instituted behavioral model. Social and relational aspects of teaching effected collaboration within the classroom and school setting.
Findings from this study indicate several implications. Due to the stressful and emotional work environment, the field has both a quantity and a quality shortage. Preparation programs must offer prospective teachers the chance to observe and participate in daily work within restricted settings while cultivating and recognizing a network of supports. Well-planned mentor and field-based programs offer on-the-job resources that help incoming teachers with classroom practice and the stimulation of identity development. Schools should implement strategies to improve the consistency of instructional aide support for special education teachers.
It is important to recognize the systemic structures that shape teacher identity. Institutional settings rarely challenge the status quo; so it is important that teachers resist, otherwise practices appear fixed and unalterable. While working with students who are emotional, aggressive, combative, and traumatized, teachers should detach from maladaptive conduct and not associate the student with their behavior. It is essential for special educators experiencing the effects of a school system and the challenges brought by students to practice a method of self-care.
Granger-Ellis, Rebekah. "Einstein or Columbine: Impact of School Environment on the Socioaffective Development of Gifted and Talented Adolescents." ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2457.
Full textJayman, Michelle. "Evaluating the impact of a school-based intervention on the socio-emotional well-being and school performance of pupils in early secondary education." Thesis, University of West London, 2017. https://repository.uwl.ac.uk/id/eprint/3326/.
Full text