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.)
|Commitee:||Malavasic, Jolene, Rodgers, Carol|
|School:||State University of New York at Albany|
|Department:||Education Theory and Practice|
|School Location:||United States -- New York|
|Source:||DAI-A 78/02(E), Dissertation Abstracts International|
|Subjects:||Teacher education, Educational technology|
|Keywords:||Attentive connection, Character education, K-12 online learning, Social and emotional learning, Social development model, Vision|
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