Дисертації з теми "Social-emotional teaching"
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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.
Повний текст джерелаRodriguez, Vanessa. "Exploring Social-Emotional Cognition and Psychophysiologic Synchrony During Teaching Interactions." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112694.
Повний текст джерелаDwinnell, Anna. "Teaching with Intention| Implementation and Assessment of a Social-Emotional Learning Program." Thesis, Prescott College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10246934.
Повний текст джерелаSocial-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/.
Повний текст джерелаPhelan, Derek Phelan Allen. "Social and Emotional Learning Needs of Gifted Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4813.
Повний текст джерелаWheeler, 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.
Повний текст джерелаWilson, Elyse. "Teaching Children About Emotions and Friend Using a Computer Program." Thesis, University of Canterbury. Psychology, 2013. http://hdl.handle.net/10092/8383.
Повний текст джерелаWheeler, 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.
Повний текст джерелаKramer, Thomas Jonathan. "Evaluating a Social and Emotional Learning Curriculum, Strong Kids, Implemented School-Wide." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4054.
Повний текст джерелаBailey, 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.
Повний текст джерелаGunter, Leslie. "Social and Emotional Learning in Preschool: An Evaluation of Strong Start Pre-K." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3251.
Повний текст джерелаDavis, Stephanie Deverich. "Teacher Nominations and the Identification of Social, Emotional, and Behavioral Concerns in Adolescence." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3422.
Повний текст джерелаDolzhenko, 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/.
Повний текст джерелаHaslam, Rebecca. "Equity Pedagogies, Hidden Curricula: Social-Emotional Wellbeing Among Students Of Color In Elementary School." ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/1131.
Повний текст джерелаOstrander, Lisette. "Integrating Social and Emotional Competencies into Instructional Activities in a Summer Enrichment Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2167.
Повний текст джерелаDinsman, 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.
Повний текст джерелаHardman, 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.
Повний текст джерелаWilhite, 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/.
Повний текст джерелаGrenman, 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.
Повний текст джерела"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.
Повний текст джерелаWhitcomb, 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.
Повний текст джерелаGiven 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.
Повний текст джерелаLevitt, 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.
Повний текст джерелаThis 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.
Повний текст джерелаFox, 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.
Повний текст джерелаHarper, 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.
Повний текст джерелаQuitadamo, 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.
Повний текст джерелаBloom, 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.
Повний текст джерелаPerricone, 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.
Повний текст джерелаPowell, Emmalee Glauser. "A Pedagogy of Constraints: How Self-Imposed Limitations Influence Art-Making and Teaching." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8464.
Повний текст джерелаChen, 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/.
Повний текст джерелаKrieger, 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.
Повний текст джерелаRust, David Allen. "RELATIONSHIP BETWEEN THE EMOTIONAL INTELLIGENCE OF TEACHERS AND STUDENT ACADEMIC ACHIEVEMENT." UKnowledge, 2014. http://uknowledge.uky.edu/edl_etds/8.
Повний текст джерелаChinyama, 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.
Повний текст джерелаBuskirk, 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.
Повний текст джерелаBurton, 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.
Повний текст джерелаKnight, 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.
Повний текст джерелаHoward, Timothy Lent. "Emotional intelligence and its link to public relations education." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/93.
Повний текст джерелаFarmer, 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.
Повний текст джерелаRene, 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.
Повний текст джерелаJordan, Heidi Lynn. "A Purposeful Approach to Student Conduct with Deaf and Hard of Hearing Learners." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2735.
Повний текст джерелаIncerti, 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.
Повний текст джерелаPratt, 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.
Повний текст джерелаFarhangpour, 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/.
Повний текст джерелаMaguvhe, 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.
Повний текст джерелаFago, 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.
Повний текст джерелаKit, 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.
Повний текст джерелаRuich, 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.
Повний текст джерелаThis 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.
Повний текст джерелаJayman, 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/.
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