Title

Elementary School Teacher Perceptions on Student Social-Emotional Learning and Implications for Instruction

Location

3033

Format Type

Paper

Format Type

Paper

Start Date

13-1-2017 10:30 AM

End Date

13-1-2017 11:50 AM

Abstract

This paper explored student social-emotional development and academic instructional models in elementary classrooms in Massachusetts. The purpose of this qualitative study explored teacher perceptions of implementing social and emotional standards amidst current educational shifts to rigorous early childhood academic standards. This study focused on kindergarten through third grade teachers in a Coastal New England school district with urban characteristics. This study built on previous research by examining teacher perceptions of student social-emotional development and observing how those perceptions influence academic instructional models in kindergarten classrooms.

Comments

Interview Protocol Questions:

  1. Please take some time to share your personal thoughts on social and emotional learning.
  2. Can you talk about your experiences with the challenges you have encountered addressing the social and emotional needs of students?
  3. Can you talk about any benefits you have encountered addressing the social and emotional needs of students?
  4. What do you think about using observations to gather data on students’ social and emotional needs?
  5. Based on your personal experiences, explain the impact of academic instruction on social and emotional learning.
  6. Based on personal experiences if you were to give advice to another teacher who is going to work on social and emotional learning with their students, what would you say?
  7. Is there anything I did not ask you that you would like to share?

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Jan 13th, 10:30 AM Jan 13th, 11:50 AM

Elementary School Teacher Perceptions on Student Social-Emotional Learning and Implications for Instruction

3033

This paper explored student social-emotional development and academic instructional models in elementary classrooms in Massachusetts. The purpose of this qualitative study explored teacher perceptions of implementing social and emotional standards amidst current educational shifts to rigorous early childhood academic standards. This study focused on kindergarten through third grade teachers in a Coastal New England school district with urban characteristics. This study built on previous research by examining teacher perceptions of student social-emotional development and observing how those perceptions influence academic instructional models in kindergarten classrooms.